WorldWideScience

Sample records for language classroom research

  1. Research in the Language Classroom: State of the Art

    Salmani-Nodoushan, Mohammad Ali

    2006-01-01

    New trends in language teaching have resulted in a move towards research in the language classroom. A brief overview of classroom research reveals three distinct but inter-related research paradigms: classroom-centered research, classroom process research, and qualitative research, respectively.

  2. Progress in Language Classroom Research: Evidence from "The Modern Language Journal," 1916-2000.

    Chaudron, Craig

    2001-01-01

    Reviews topical and methodological trends in the past 85 years of research on language classrooms in "The Modern Language Journal." Focus is on empirical investigations into oral classroom instruction in post-secondary classes, which include comparisons of language teaching methodology, observational procedures in classrooms, examinations of…

  3. Understanding Classroom Language Assessment through Teacher Thinking Research

    Yin, Muchun

    2010-01-01

    While research into classroom language assessment has expanded in recent years, the nature of thought processes used by teachers when conducting such assessment has received less attention. This article reports on research that explored these cognitions through case studies of two instructors teaching an EAP (English for Academic Purposes) course…

  4. Rasch Measurement in Language Research: Creating the Foreign Language Classroom Anxiety Inventory

    Miranda J. Walker

    2014-11-01

    Full Text Available The purpose of this study was to construct a new scale for measuring foreign language classroom anxiety (FLCA. It begun with the creation of an extended item pool generated by qualitative methods. Subsequent Rasch and semantic analyses led to the final 18-item Foreign Language Classroom Anxiety Inventory (FLCAI. In comparison with the Foreign Language Classroom Anxiety Scale (FLCAS, the FLCAI demonstrated more convincing evidence of unidimensionality and the optimal 5-point Likert scale functioned better. The FLCAI, while 55% the length of the FLCAS, thus more practical for classroom practitioners to administer and analyse, maintains its psychometric properties and covers a wider range on the construct continuum thus improving the degree of validity of the instrument. Finally, test anxiety was shown to be a component of FLCA.

  5. The transformative potential of action research and ICT in the Second Language (L2 classroom

    Farren Margaret

    2015-12-01

    Full Text Available This study shows the transformative potential of action research and information and communications technology (ICT in the second language (L2 classroom. Two enquiries from teacher-researchers are detailed in the article. Their engagement in a collaborative professional development Masters programme was pivotal in designing and implementing ICT creatively in their classroom. Gee (2008 advocates the use of the preferred media of our classroom students in order to address their learning. Prensky (2001 urges us to feel the fear and do it anyway with our digital native classes. A post-primary teacher and a primary teacher show us how they felt the fear, did it and transformed aspects of their own teaching in the process. The Masters programme required the teachers to engage with innovative practices, informed by their own values, and integrate technologies that were new to them into their repertoire of classroom strategies. Peer validation meetings with colleagues enabled meaningful insights to emerge from the research. The teachers improve and transform their second language (L2 practice in collaboration and validation with others.

  6. English Classroom Language and Teaching Efficiency

    李文波

    2008-01-01

    @@ Classroom language is an extremely important form of talk.In a foreign language classroom,the teacher has to organize language teaching by using the target language.Therefore,classroom language in foreign language teaching seems more important.

  7. "!Luces, Camara, Accion!": A Classroom Teacher Research Analysis of Dual Language Students Translanguaging through One-Act Plays

    Escalante, Lora Beth

    2012-01-01

    The study investigates how language is used among 17 children in a dual language classroom as they create academic-based one-act plays in conjunction with social studies instruction. Examining over 20 hours of video, the teacher researcher analyzes students' use of translanguaging during cooperative groupings in order to co-accomplish an…

  8. Fostering autonomy, generating motivation and shaping identities in the adolescent language classroom - an experimental research project

    Kelly, Mairin

    2014-01-01

    This study is concerned with the concepts of learner motivation, autonomy and identity in adolescent language learning. It investigates whether the use of intervention strategies influences adolescent learners’ autonomy and motivation in a language classroom setting. The intervention strategies in question are delegation of material and task selection to the student and promotion of self-evaluation. This study also reflects on the relationship between autonomy and motivation and the notion of...

  9. Advantage Girls: A Look at Women's Language in the Classroom

    Meliza, Evette

    2009-01-01

    While others have focused on gender-based language and the workplace, this research study explores gender-based language, in this case women's language, and the classroom. The study specifically examines examples of women's language and how this language affects student response in the classroom. Five variables have been identified as…

  10. Exploring the Utility of Action Research to Investigate Second-Language Classrooms as Complex Systems

    Ahmadian, Mohammad Javad; Tavakoli, Mansoor

    2011-01-01

    Action research is geared to changes for the better and has the potential to assist teachers to extend their teaching skills and develop a deeper understanding of themselves, their classroom and their learners. However, in the area of applied linguistics, the viability of action research has been seriously questioned. In this article, we argue…

  11. Preparing Palestinian Reflective English Language Teachers through Classroom Based Action Research

    Dajani, Majida "Mohammed Yousef "

    2015-01-01

    This study aimed to describe the implementation of individual action research projects among some forty English language teachers distributed in thirty Palestinian schools in Ramallah and Qabatya districts-Palestine. It aimed to analyze the outcomes of the teachers' action research as part of a broader participatory action research project that is…

  12. Foreign Language Classroom Anxiety : How Should the Classroom Teacher Deal with it?

    Goshi, Masahiko||郷司, 正彦||ゴウシ, マサヒコ

    2005-01-01

    Foreign language anxiety has long been recognized by both classroom teachers and researchers in second/foreign language education, but it is far from completely understood.It has been reported that some types of anxiety debilitate learners' language learning. By examining the research results in foreign/second language anxiety, some implications for classroom teachers and learners can be drawn. Also a small-scale study was carried out to find the relationship between students' language anxiet...

  13. Plenary Speech: Researching Complex Dynamic Systems--"Retrodictive Qualitative Modelling" in the Language Classroom

    Dörnyei, Zoltán

    2014-01-01

    While approaching second language acquisition from a complex dynamic systems perspective makes a lot of intuitive sense, it is difficult for a number of reasons to operationalise such a dynamic approach in research terms. For example, the most common research paradigms in the social sciences tend to examine variables in relative isolation rather…

  14. Inquiry-Based Projects in the Spanish Heritage Language Classroom: Connecting Culture and Community through Research

    Belpoliti, Flavia; Fairclough, Marta

    2016-01-01

    This study presents the development and implementation of inquiry-based cultural projects in a Spanish Heritage Language (SHL) Program. Four different inquiry-based curricula are described to illustrate how university students in an SHL program advance their knowledge of Spanish while carrying out research to understand Hispanic cultures. First-,…

  15. Redefining the Ojibwe Classroom: Indigenous Language Programs within Large Research Universities

    Morgan, Mindy J.

    2005-01-01

    Indigenous languages are powerful symbols of self-determination and sovereignty for tribal communities in the United States, and many community-based programs have been developed to support and maintain them. The successes of these programs, however, have been difficult to replicate at large research institutions. This article examines the issues…

  16. A Probe into Classroom Teaching and Second Language Acquisition

    Li, Zhengdan

    2009-01-01

    Due to the popularization of foreign language study, more and more people from education field further enhance their exploration and researches in how to apply second acquisition theories into classroom teaching. This paper probes into the orientation, research objects, age, language environment and classroom activities of second language…

  17. SLA Research and Language Teaching.

    Ellis, Rod

    This book discusses how second language acquisition (SLA) research can illuminate language pedagogy, and suggests four main roles for the SLA researcher: developing relevant theories; conducting classroom research; making research accessible to teachers; and facilitating action research. The first chapter outlines a number of different…

  18. Psychology of Language Classroom Practice

    梁志超

    2005-01-01

    This paper is based on my personal observation and context, as well as some implications inspired trom theones, First, I shall give an evaluation of traditional language classroom practice I am familiar to. Second, relating to some implications in the theories of socialcultural psychology, I shall discuss some principled ways in which the classroom practices I have described and evaluated might be modified in order that we could enhance the effective opportunities for social and individual learning processes. I shall also provide my suggested structure of a lesson, in which some practices are implemented in this language classroom. Last but not the least, I shall give my reflection on how my own psychology of learning has been developed since I arrived at the university to begin my English teaching.

  19. The Foreign Language Classroom: Current Perspectives and Future Considerations

    Collins, Laura; Muñoz, Carmen

    2016-01-01

    "The Modern Language Journal" has long been an important venue for the publication of research and reflection on the teaching and learning of foreign languages (FL) in classroom contexts. In this article, we offer a perspective on the contemporary FL classroom, informed by a descriptive survey of all studies that took place in FL classes…

  20. Language to Language: Nurturing Writing Development in Multilingual Classrooms

    Shagoury, Ruth

    2009-01-01

    The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

  1. Second Language Reading Research: A Critical Review

    Hazelrigg, Amy C.

    2008-01-01

    Second language research and classroom practice have tended to sideline reading in favor of an emphasis on the oral language development of the English Language Learner (ELL). First-language (L1) reading research is well developed but has limited usefulness to the teacher or researcher interested in second-language (L2) reading. Developing L2…

  2. Use of Native Language in Foreign Language Classroom

    张丽丽

    2008-01-01

    <正>Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical questions about the significance of the L1’ s obvious influence on the L2 being learned.Although many feel that the L1 should not be used in the classroom,other researchers, teachers,and learners do see a role for the L1 and support its use as a communication strategy and instructional tool.This article will look at the historical background of this topic,and describe how the L1 is currently being used in the L2 classroom,including in written translation activities.A specific explanation will also be given about the benefits of using translation for assessing reading comprehension.

  3. Researching the Classroom

    陆军

    2014-01-01

    This paper explains how any teacher can do their own classroom research as a part of their normal teaching. In order to research the classroom,it reviews some teacher’s questions in the classroom.After introducing two ways of researching :research by thinking and research by experimenting ,the paper analyses the reasons and shows some methods to solve the problems. This will determine the shape of what is done in the classroom exactly.It’s helpful for the teachers to have lessons every day.

  4. Action research in the communicative language classroom: using alternative assessment techniques with efl secondary-school students

    Fraga Viñas, Lucía; Bobadilla Pérez, María

    2015-01-01

    The Council of Europe, through the Common European Framework of Reference for Language, Teaching and Assessment (CEFRL), has been promoting communicative competence since 2001. This boost has introduced some changes in the teaching-learning process of English as a Foreign Language is Spain: the methodological use of the communicative approach in the classrooms, the practice of the four skills in the class, and the theoretical implications that Gardner’s Multiple ...

  5. Language Development: Understanding Language Diversity in the Classroom

    Levey, Sandra; Polirstok, Susan

    2010-01-01

    Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

  6. English in the Chinese foreign language classroom

    Wang, Danping

    2013-01-01

    Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

  7. The Implementation of A Flipped Classroom in Foreign Language Teaching

    Ahmet BASAL

    2015-10-01

    Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

  8. USING PICTURES IN THE LANGUAGE CLASSROOM

    1999-01-01

    Visuals are advantageous to language teaching and learning.Effective use of pictures in the lan-guage classroom contributes to stimulate the students’ imagination and creativity,enhance their basic lan-guage skills and heighten their communicative competence.This Paper will present some techniques andactivities with pictures for use in the language class.

  9. Maximising Target Language Use in the Immersion Classroom

    Veque, Catherine

    2006-01-01

    This article is the second part of a report on research that examined immersion language teachers' strategies to modify their speech in order to maintain use of the target language. As described in the first part in "Babel," Volume 40, Number 2 (Veque, 2005), this classroom-based research, undertaken at Methodist Ladies College (MLC) in Melbourne,…

  10. Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom

    Mehring, Jeff

    2016-01-01

    The flipped classroom can support the implementation of a communicative, student-centered learning environment in the English as a foreign language classroom. Unfortunately, there is little research which supports the incorporation of flipped learning in the English as a foreign language classroom. Numerous studies have focused on flipped learning…

  11. Review of Studies of Foreign Language Classroom Anxiety

    QIN Ci-feng

    2015-01-01

    Anxiety is considered to be one of the key psychological variables as well as one of the important emotional factors that affect language learning. Taken into account that classroom is the main place in which Chinese college students learn English, it is of great significance to study students’language anxiety in the classroom environment. Based on the previous researches, this paper reviews the relevant studies in this area conducted at home and abroad.

  12. Sociolinguistics Inputs and English as Second Language Classrooms

    Onovughe, Ofodu Graceful

    2012-01-01

    Sociolinguistic inputs in language acquisition and use of English as Second Language in classrooms is the main focus of this study. A survey research design was adopted. The population consisted of all secondary school students in Akure Local Government of Ondo State, Nigeria. Two hundred and forty (240) students in senior secondary school classes…

  13. Mobile learning in the foreign language classroom

    Luque Agulló, Gloria; Martos Vallejo, Natividad

    2015-01-01

    This paper deals with Mobile learning (m-learning) and how it can be used to teach a second or foreign language in the classroom. First, a review of the use of technology in the classroom is considered. Second, m-learning is defined in connection with diverse educational theories such as behaviourism and constructivism. Third, an exhaustive listing of those features, functionalities and affordances intended specifically to teach a foreign language is provided. Fo...

  14. Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

    MA Jiang-tao

    2015-01-01

    The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly facilitate the learning of a second/foreign language. The aim of this article is to draw the readers’attention to strategic teaching that should be introduced in the foreign language classroom in order to meet the demands of contemporary language education. In particular, it points to the necessity that teachers should change their attitudes towards the roles they play in the classroom to become truly responsible for their learning.

  15. Second Language Assessment for Classroom Teachers

    Tran, Thu H.

    2012-01-01

    The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to…

  16. Legitimacy and Language in a Science Classroom

    Goldberg, Jennifer; Enyedy, Noel; Welsh, Kate Muir; Galiani, Kathryn

    2009-01-01

    In this study, we explore language--specifically the use of Spanish, in a sixth-grade science classroom, where the district recognises English as the official language of instruction. The question guiding our analysis is: How is Spanish positioned in Ms. Cook's science class? Transcribed interaction from twelve weeks of videotaping is coded and…

  17. CULTURE LEARNING IN FOREIGN LANGUAGE CLASSROOM

    2000-01-01

    Ⅰ. Introduction Foreign language teachers in China nowadays are well aware that language learning cannot be separated from cultural learning. They start to deal with intercultural communication in the classroom and have undergone significant progress in the past two decades. A lot of excellent work has been done (see Hu Wenzhong 1990, 1997) on raising cultural awareness and pragmatic insights.

  18. Teachers' Use of English in Communicative German Language Classrooms: A Qualitative Analysis

    Kraemer, Angelika

    2006-01-01

    The use of English by foreign language teacher is a matter of much controversy. Whereas language switching by English-speaking foreign language teachers has been the focus of previous research, relatively little is known about the amount of teachers' language used in the classroom when comparing native speakers of the foreign language with…

  19. The Use of First Language in the Second-Language Classroom: A Support for Second Language Acquisition

    Salmona Madriñan, Mara

    2014-01-01

    This action research project was carried out in order to identify the role of first language in the second-language classroom. This study was conducted in a Colombian international school with an English immersion program for kindergarten students attending their first year of school. The purpose of this study was to identify if the use of the…

  20. Social Obstacles to Intercultural Competence in America's Language Classrooms

    Fonseca-Greber, Bonnie

    2010-01-01

    In contrast with debates over language pedagogy or aptitude, this paper examines seven societal obstacles which impact the success of classroom language learning and the development of intercultural competence in American language classrooms. These include expectations for teacher preparation, language proficiency and target language use;…

  1. Literature in the Language Classroom

    Alan Maley

    2006-01-01

    @@ Introduction Literature in language teaching has a long pedigree.It was a fundamental part of foreign language teaching in the 'classical humanist'paradigm,where an understanding of the high culture and thought expressed through Literature took precedence over mere competence in using the language.

  2. WHOLE LANGUAGE APPROACH IN EFL CLASSROOMS

    2001-01-01

    Whole language, a relatively new approach emerged in theNorth America about more than thirty years ago, has becomeone of the two major philosophies (Phonics and WholeLanguage) in teaching and learning language. "The future ofwhole language is the future of education." (Goodman, 1992).Whole language is gaining its popularity all over the world andhas found its way into various language settings. It has also beenushered into the field of second language education. Whole lan-guage entails whole learners, whole teachers, whole texts, wholemethods, whole skills and whole environments. This paper at-tempts to introduce its definitions and explore its implications inteaching and learning English as a foreign language (EFL). Italso analyzes its limitations so that instructors, when imple-menting this approach in EFL classrooms, could make necessaryadaptations by taking into consideration the characteristics ofEFL learners, including their linguistic proficiency, sociocultur-al variables, and career orientations, and at the same time makesure that EFL classroom activities reflect wholeness of the majorcomponents underlying this approach.

  3. Role of Focus-on-Form Instruction, Corrective Feedback and Uptake in Second Language Classrooms: Some Insights from Recent Second Language Acquisition Research

    Afitska, Oksana

    2015-01-01

    A considerable number of studies on focus-on-form instruction, corrective feedback and uptake have been carried out in the field of second language acquisition (SLA) research over the last two decades. These studies have investigated the above-mentioned concepts from different perspectives, in a number of different contexts and in a number of…

  4. TEACHERS’ ATTITUDES TOWARDS THE USE OF FIRST LANGUAGE IN ARABIC CLASSROOM

    Mohamad Azrien Mohamed Adnan; Shukeri Mohamad; Mohd Alwee Yusoff; Zamri Ghazali

    2014-01-01

    The use of the target language has long been considered an important principle of second language (L2) instruction. Previous research has attempted to quantify the amount of the first language (L1) used in the classroom and has explored the purposes or functions of teachers' ‘lapses’ into their students' L1. The purpose of this qualitative study is to explore the teachers’ attitudes towards the use of Bahasa Indonesia in Arabic language classroom. Data was collected based on th...

  5. Research Currents: Learning from Language Research to Talk about Education.

    Pinnell, Gay Su; Green, Judith L.

    1986-01-01

    Points out the many people who influence what goes on in classrooms, and relying on insights gained from research on language interaction, offers guidelines for communicating with these complex audiences--parents, administrators, policymakers, politicians, and the general public. (HTH)

  6. Implementing Language-in-Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implications

    Halai, Anjum; Karuku, Simon

    2013-01-01

    In this paper, we examine selected literature on classroom-based research to understand how students and teachers (re)negotiate the language of interaction in a mathematics classroom when the official medium of instruction is different from the students' dominant language. We identify the tensions and dilemmas associated with the implementation of…

  7. Language Teaching Research: Promoting a More Interdisciplinary Approach

    Stapleton, Paul

    2014-01-01

    Although research in the field of language teaching and learning has appeared to enhance classroom pedagogy, I argue here that these advances have had a relatively small impact on actual foreign language learning. Unlike in most school subjects, the recipients of language pedagogy, i.e. the students, arrive in the classroom with several…

  8. Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils

    Justice, Laura M.; Mashburn, Andrew; Hamre, Bridget; Pianta, Robert

    2008-01-01

    Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publicly-funded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural ...

  9. Multilingual classrooms, language and literacy learners: Global childhoods

    Christensen, Mette Vedsgaard; Daugaard, Line Møller; Cox, Robyn

    2015-01-01

    Globalisation processes have resulted in a complex diversification in the group of young language learners in classrooms throughout the world. From Denmark to Australia, learners from multilingual and multiliterate backgrounds are part of everyday life in the classroom, and these global childhoods...... childhoods of young multilingual and multiliterate learners, but explore globalised classrooms from various perspectives: the perspectives of learners, teachers and policymakers. In combination, the papers in the symposium offer a nuanced description of the tensions and dilemmas in contemporary multilingual...... classrooms across the globe and a multifaceted analysis of the multilingual nature of global childhoods. The first paper reports on research study conducted in primary schools in Sydney, Australia which investigated how multilingual children understand their own linguistic practices and how they report...

  10. Naturalistic acquisition in an early language classroom

    AnneDahl

    2014-04-01

    Full Text Available This study investigated whether it is possible to provide naturalistic second language acquisition (SLA of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in Norwegian two elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn & Dunn, 2007, at the beginning and the end of the first year of school. Findings are that 1 early-start second-language (L2 programs in school do not in themselves guarantee vocabulary development in the first year, 2 a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only eight months, and 3 even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.

  11. Teachers’ First Language Use in Second Language Learning Classroom Context : A Questionnaire-based Study

    Mohebbi, Hassan; Alavi, Sayyed Mohammad

    2014-01-01

    Recently the issue of having recourse to second language (L2) learners’ first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counter-claims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. Researchers and practitioners who have observed L2 classrooms have identified different functions of L1 in L2 l...

  12. Inclusion and language development in the classroom for second language learners - from a teacher's perspective

    Boström, Emma

    2015-01-01

    The purpose of this study is to investigate what five primary teachers in five different schools with many second language students have for an idea about inclusion, language development, practices and environment of the multilingual classrooms. In my study I discusses teachers 'views on the multilingual classroom, inclusion, development of language in a language developing classroom environment and the importance of language skills has for multilingual pupils' language development and learni...

  13. Attitude Towards Computers and Classroom Management of Language School Teachers

    Jalali, Sara; Panahzade, Vahid; Firouzmand, Ali

    2014-01-01

    Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more…

  14. Language Teacher Research Engagement

    Borg, Simon

    2010-01-01

    The aim of this review is to provide a critical analysis of language teacher research engagement. The term "research engagement" here covers both engagement IN teacher research (i.e. by doing it) as well as engagement "with" research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially…

  15. A Classroom-based Research Project on the Use of Group Work in ESL Classroom

    王希

    2016-01-01

    This study focuses on the use of group work in the ESL classroom through the observation of four classes in the language centre of a British university. It is believed that most ESL classroom activities ask for the use of group work. Compared with lockstep teaching, pair or group work show more benefits in a language class. While some researchers argue that group work has a useful but somewhat restricted role in classroom second language acquisition The present study aims to illustrated both the positive impact and the shortage of group work through the analyses and discussion of the data collected.

  16. FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS

    Arzu Ekoç

    2014-07-01

    Full Text Available This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide a space for practice and communication free of the traditional pedagogic concerns of a typical classroom. The distinctive discursive behaviour of Facebook group pages helps one to achieve that attempt. In light of these views, the researcher, in this study, formed a group page to understand the dynamics of social media environment as a supporting tool for language classrooms. This paper addresses various features which make social media a unique place to contribute to the sense of class community and collaboration outside the classroom. The face-to face classroom is a controlled communication event, that is, teachers and students are required to be in the classroom at the same time but a teacher’s use of Facebook is an attempt to communicate with students outside of that controlled environment where teachers can meet students in their territory. When compared to its disadvantages, the advantages of setting a class group page on the social media outweigh. Students can feel motivated to contribute to an online community if they subsequently receive support or help. It also leads students to feel that they are being supported by a whole portion of their class community and promotes students’ desire to maintain a valued relationship with others. Students continue developing and strengthening relationships with others.

  17. Mind the Gap: How a Project in Alberta Attempted to Narrow the Gap between Classroom Teachers and Language Education Research

    Light, Justine; Gnida, Sara

    2012-01-01

    This article presents the development, rollout, and subsequent uptake of the Alberta Teachers of English as a Second Language (ATESL) document Best Practices for "Adult English as a Second Language (ESL)/Language Instruction for Newcomers to Canada (LINC) Programming" in the light of literature on teacher engagement with second-language…

  18. The Implementation of A Flipped Classroom in Foreign Language Teaching

    Ahmet BASAL

    2015-01-01

    Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

  19. Research methods for English language teachers

    McDonough, Jo

    2014-01-01

    This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the

  20. The Adult Heritage Spanish Speaker in the Foreign Language Classroom: A Phenomenography

    Felix, Angela

    2009-01-01

    For heritage speakers, the Spanish classroom is not the first point of contact with their native language. Though such learners would benefit from an educational philosophy that affirms the heritage language as a springboard for learning and increased self-awareness, there has been little support for non-dominant language research in the USA. This…

  1. Naturalistic acquisition in an early language classroom.

    Dahl, Anne; Vulchanova, Mila D

    2014-01-01

    This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting. PMID:24860518

  2. Growing Language Awareness in the Classroom Garden

    Paugh, Patricia; Moran, Mary

    2013-01-01

    For four years, Pat Paugh, a university teacher educator, and Mary Moran, a teacher researcher, collaborated on action research by systematically studying literacy development connected to the latter's third-grade community gardening and urban farming curriculum. Their goal was to support an existing classroom culture that valued…

  3. The Relationship between Gender and Iranian EFL Learners’ Foreign Language Classroom Anxiety (FLCA

    Fakhri Mesri

    2012-06-01

    Full Text Available Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with foreign language learning contexts, including listening, speaking, reading, and writing. Foreign language classroom anxiety (FLCA is related to foreign language anxiety and language-skill-specific anxiety, and fairly recently identified as distinguished from other forms of anxiety. FLCA is a more general type of anxiety in learning a foreign language with a strong speaking anxiety element; and low self-confidence is identified as an important component of its construct. Research shows that FLCA is a complex, multi-dimensional phenomenon; it has many potential sources; and it interferes with the acquisition, retention, and production of a foreign language. It seems that in most of English classes in Iran little attention has been paid to the role of the gender on EFL learners' Foreign Language Classroom Anxiety (FLCA. Hence, this study attempted to investigate the relationship between EFL learners’ Foreign Language Classroom Anxiety (FLCA with regard to gender. The data were gathered through questionnaire: the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986.The participants were 52 students studying English at Salmas University. The findings revealed a significant relationship between FLCA and females. It was recommended that foreign language teachers should be aware of Foreign Language Classroom Anxiety (FLCA level, its causes and results. The study also offers some context-specific pedagogical implications for Iranian EFL teachers and practitioners.

  4. Teachers’ approaches to language classroom assessment in Cameroon primary schools

    Achu Charles Tante

    2013-10-01

    Full Text Available Assessment has a huge impact on ESL primary pupils, in part, because on the curriculum English is both a subject and also a language of learning all the other subjects. For children still acquiring L1 it is daunting sometimes to be expected to understand concepts in L2. It may be difficult then to gather information to make an impartial judgement with regards to a pupil’s language level. This study is a preliminary inquiry that attempts to find out teachers’ approaches to classroom assessment in Cameroon primary schools. Using a qualitative open-ended question the researcher finds out three main categories of assessment approaches used by teachers. From the categories extrapolations on possible assumptions that guide teachers’ choices of assessment procedures are described and suggested for future study. Keywords Classroom assessment approach, Cameroon, scheme of work, ESL/EFL, Young Learners 

  5. Classroom Instruction that Works with English Language Learners Participant's Workbook

    Hill, Jane D.; Bjork, Cynthia Linnea

    2008-01-01

    Everyone who participates in your workshop on "Classroom Instruction That Works with English Language Learners" needs this participant's workbook to gain expertise in strategies that are effective with ELL (English Language Learners) students.

  6. Language teaching in the classroom from discourse perspective

    胡辉丽

    2012-01-01

    This essay tends to demonstrate the practical application of discourse analysis in language teaching. By exploring the rationale and evaluated the classroom activities, it is easy to see how discourse analysis works in language teaching.

  7. Mobile Sign Language Learning Outside the Classroom

    Weaver, Kimberly A.; Starner, Thad

    2012-01-01

    The majority of deaf children in the United States are born to hearing parents with limited prior exposure to American Sign Language (ASL). Our research involves creating and validating a mobile language tool called SMARTSign. The goal is to help hearing parents learn ASL in a way that fits seamlessly into their daily routine. (Contains 3 figures.)

  8. The Implementation of a Flipped Classroom in Foreign Language Teaching

    Basal, Ahmet

    2015-01-01

    Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one…

  9. Preferred Learning Styles in the Second Language Classroom.

    Cincotta, Madeline Strong

    1998-01-01

    Outlines the preferred learning styles of students studying second languages, offering suggestions for their application in second-language classrooms. The paper describes the right-brain/left-brain theory and how the two brain hemispheres are involved in learning; presents four classroom strategies (diversification, contextualization,…

  10. Coding the classroom: Technology and the practice of language

    Herbst, Claudia

    2003-01-01

    The technology of the Information Age depends on programming languages for functionality. Because programming languages ultimately affect the production of language digitally, programming languages will inevitably demonstrate a lasting effect on the process of writing. Hence it is important to recognize the impact of programming languages on the production of language. It may well be the necessary first step in understanding technology’s reverberating presence in the classroom.

  11. ENGAGING ICT IN THE ENGLISH LANGUAGE CLASSROOM

    LyndeTanLeeWee

    2004-01-01

    The Singapore Ministry of Education conducted a smallscale pilot study in Y2003 to find out how engaged learning was interpreted and translated into practice by teachers and the role of ICT in facilitating engaged learning. For this study, 6 teachers were involved, of which 2 were English language teachers. A case study methodology incorporating an intervention element was adopted. The analysis of the collected data, in the form of pre-lesson interview, lesson observations/videotaping and post-lesson interviews, surfaced teachers'understanding and implementation of engaged learning in the classroom context. This paper focuses on the 2 case studies in which one primary and secondary English language teachers were observed for the way they designed and implemented ICT-based English lessons to promote engaged learning. Although the insights generated by the 2 case studies are legitimate in their own instances, they may be used to sensitize those involved in professional development to five interdependent factors that influence the way ICT may be used to promote engaged learning in the EL classroom.

  12. TEACHERS’ ATTITUDES TOWARDS THE USE OF FIRST LANGUAGE IN ARABIC CLASSROOM

    Mohamad Azrien Mohamed Adnan

    2014-04-01

    Full Text Available The use of the target language has long been considered an important principle of second language (L2 instruction. Previous research has attempted to quantify the amount of the first language (L1 used in the classroom and has explored the purposes or functions of teachers' ‘lapses’ into their students' L1. The purpose of this qualitative study is to explore the teachers’ attitudes towards the use of Bahasa Indonesia in Arabic language classroom. Data was collected based on the interviews of the teachers. The respondents of this study were two experienced teachers who have more than 15 years of teaching experience. The findings indicated that teachers prefer using Arabic language itself in Arabic language classroom. The Direct Method was applied as teaching strategies. As a result, students are able to speak Arabic without any sense of shame and fear.

  13. Students and Teachers’ Reasons for Using the First Language Within the Foreign Language Classroom (French and English) in Central Mexico

    Mora Pablo Irasema; Lengeling M. Martha; Rubio Zenil Buenaventura; Crawford Troy; Goodwin Douglas

    2011-01-01

    The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews. The results show that teachers and the majority of students perceive the use of the first language as positive and part of the teaching and ...

  14. Facebook Groups as a Supporting Tool for Language Classrooms

    Ekoc, Arzu

    2014-01-01

    This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output…

  15. Looking Backward and Forward at Classroom-Based Language Assessment

    Stoynoff, Stephen

    2012-01-01

    In the past few decades, approaches to language assessment and perspectives on learning have changed. This article highlights those developments with the greatest significance for teachers and classroom-based language assessment, including the emergence of new perspectives on the nature of language ability and learning, use of an expanded array of…

  16. Understanding L2 French Teaching Strategies in a Non-Target Language Classroom Context

    Sun, Peijian; Yuan, Rui; Teng, Lin

    2015-01-01

    This research explored the congruence and disparity between teachers' and students' attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students' and teachers' attitudes towards the direct and indirect teaching strategies were generally consistent, but…

  17. Teacher Talk in the Immersion Classroom: Strategies to Communicate in the Target Language

    Veque, Catherine

    2005-01-01

    This article reports on strategies used by immersion teachers to modify their speech in order to maintain the use of the target language while sustaining interactive communication and the concomitant teaching of the content and the second language. This classroom-based research, undertaken at Methodist Ladies College (MLC) in Melbourne, sources…

  18. Feeling the Difference in the Languages Classroom: Explorations of Teacher Understanding of Diversity

    Adams, Helga; Nicolson, Margaret

    2014-01-01

    In this article, the authors examine the fourth stage of their research into diversity in the languages classroom, focusing specifically on the teacher perspective in planning for and managing diversity in adult student groups. The article discusses findings from a day with experienced Open University language teachers working together on lesson…

  19. Using Songs to Enhance Language Learning and Skills in the Cypriot Primary EFL Classroom

    Diakou, Maria

    2013-01-01

    Although the role of songs in the primary EFL classroom has attracted the interest of a number of researchers (Newham 1995; McMullen and Saffran 2004; Millington 2011), given the frequency with which songs are being used in English language teaching classrooms, it might have been expected that Cyprus would wish to play a role in extending research findings and applying them to its own educational setting. Yet the lack of research with young learners is particularly acute in the Cypriot Primar...

  20. 基于翻转课堂的高校跨文化外语教学研究%Research on College Intercultural Foreign Language Education Based on Flipped Classroom Model

    黄淑萍

    2015-01-01

    高校外语教学是跨文化教育的重要领域;翻转课堂的新型教学模式改变了传统的教学流程和思维方式,符合外语的人文及工具特性、契合大学生探索与自主的学习特点,有助于实现跨文化外语的有效教学. 新媒体技术、高校环境为翻转课堂的开展创造了有利条件. 综合课程的教学实验和调查研究结果表明:本土化的跨文化外语翻转课堂流程图、教学结构图及总体教学设计优化了高校跨文化外语教学,但仍须改进臻于完善,以助于加强高等教育生产力.%College foreign language teaching is an effective channel for intercultural education.Flipped classroom teaching model, which has inverted the traditional teaching arrangement and thinking mode, coincides with the humanistic and instrumental nature of foreign language, also with college students' exploring and autonomous learning.Thanks to the new media technology and educational condi-tions in universities, the flipped classroom model can be applied to foreign language education and has achieved the effectiveness of classroom teaching by intercultural approach.The findings of research in integrated college English course indicate that intercultural col-lege foreign language education has been optimized by the indigenized flipped classroom model and the adaptive instructional design. The newly introduced teaching mode needs to be perfected, making it be of significance for further improvement of productive forces in higher education.

  1. Multilingual Classrooms as Sites of Negotiations of Language and Literacy

    Daugaard, Line Møller; Laursen, Helle Pia

    2012-01-01

    Chapter 4, by Daugaard and Laursen, examines a multilingual classroom in Denmark as a site of negotiations of language and literacy. Classrooms have never been homogeneous, in many senses, but in the present era of global fl ows and new forms of mobility the heterogeneous nature of classrooms...... processes take place when people move across spaces and how the sociolinguistic reality of the classroom clashes with the educational conceptualization of ‘the bilingual student’. The analysis also shows how multilingual children actively claim – and transform – linguistic space in the classroom....

  2. Multilingual classrooms as sites of negotiations of language and literacy

    Laursen, Helle Pia; Daugaard, Line Møller

    2012-01-01

    Chapter 4, by Daugaard and Laursen, examines a multilingual classroom in Denmark as a site of negotiations of language and literacy. Classrooms have never been homogeneous, in many senses, but in the present era of global fl ows and new forms of mobility the heterogeneous nature of classrooms...... processes take place when people move across spaces and how the sociolinguistic reality of the classroom clashes with the educational conceptualization of ‘the bilingual student’. The analysis also shows how multilingual children actively claim – and transform – linguistic space in the classroom....

  3. Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning

    Laura Miccoli

    2008-04-01

    Full Text Available Este trabalho compara as experiências de sala de aula (ESA de duas universitárias na aprendizagem de língua inglesa. As ESA emergiram de entrevistas individuais, onde vídeos das aulas promoveram a reflexão. A análise revelou que experiências de natureza cognitiva, social ou afetiva influem diretamente no processo de aprendizagem e as que se referem ao contexto, à história, crenças e metas dos alunos influem indiretamente no mesmo. A singularidade de algumas experiências levou à sua categorização como ESA individuais (ESAI. Ao comparar as ESAI de duas informantes, a importância da análise sociocultural do processo de aprendizagem de sala de aula fica evidente. Concluiremos com uma defesa do valor da teoria sociocultural no estudo da aprendizagem de língua estrangeira em sala de aula e com a apresentação das implicações deste estudo para pesquisadores e professores. This paper compares the classroom experiences (CEs of two university students in their process of learning English as a foreign language (EFL. The CEs emerged from individual interviews, where classroom videos promoted reflection. The analysis revealed that cognitive, social and affective experiences directly influence the learning process and that those which refer to setting, learner’s personal background, beliefs and goal influence the learning process indirectly. The analysis also revealed the singularity of some of these CEs that led to their categorization as individual CEs (ICEs. When comparing the ICEs of the two participants, the importance of a sociocultural analysis of the classroom learning process becomes evident. We conclude with an analysis of the value of sociocultural theory in the study of classroom EFL learning and with the implications of this study for teachers and researchers.

  4. Can Language Classrooms Take the Multilingual Turn?

    Paquet-Gauthier, Myriam; Beaulieu, Suzie

    2016-01-01

    For the past three decades, momentum has gathered in favour of a multilingual turn in second language acquisition research and teaching. "Multicompetence" has been proposed to replace "nativeness" and "monolingualism" to measure L2 learners' success. This proposed shift has not made its way into L2 teaching settings.…

  5. Language Classroom Risk-Taking Behavior in a Performed Culture-Based Program

    Stephen D. Luft

    2013-01-01

    Full Text Available While several studies have investigated the role of risk-taking in language learning, the findings of these studies may not be generalizable to language learning where the performed culture approach (PCA is used. This study describes the relationship between language learning and risk-taking in PCA, and the relationship between risk-taking and personal study habits, teaching style, daily grading, and classroom dynamics. Data were collected by means of a questionnaire. This study finds that risk-taking behavior has a moderate positive relationship with student performance in PCA. While questionnaire items related to teaching style and classroom dynamics are not found to significantly correlate with students’ risk-taking behavior, some items related to daily grading and personal study habits are found to have a moderate positive relationship with risk-taking behavior. Based on these findings, it is recommended that further research investigate the relationship between assessment and risktaking in language learning. As second language acquisition researchers have investigated the role of affective variables in language learning, risk-taking has frequently been identified as a variable linked with success (Beebe, 1983; Ely, 1986; Naiman, Frolich, Stern, & Todesco, 1978; Rubin, 1975; Samimy & Pardin, 1994; Samimy & Tabuse, 1992. However, it is difficult to apply these findings to language classrooms that use the performed culture approach (PCA, an approach to the teaching of East Asian languages, for two reasons: (a PCA’s focus on the learning of a foreign culture could mean that greater risk is involved in 106 Luft language learning than in a typical language classroom; (b PCA creates a language learning experience for which the risks involved are different than those in language classrooms where other approaches are used.

  6. Group work in the English language curriculum sociocultural and ecological perspectives on second language classroom learning

    Chappell, Philip

    2014-01-01

    This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

  7. Using Theatrical Techniques in the Foreign Language Classroom.

    Melito, Gerard

    1990-01-01

    Explores the benefits in using textbook dialogue as script to be performed in the second language classroom. Teachers, in the role of director, can use theatrical techniques and suggest appropriate pantomime, gestures, and voice inflections to enhance the script. (CB)

  8. Teaching Communication in the Chinese as a Foreign Language Classroom

    Wu, Xia

    2011-01-01

    This portfolio is a collection of the author’s teaching beliefs and approaches regarding Chinese as foreign language teaching, which she developed during her time in the Master of Second Language Teaching program. The centerpiece of the portfolio is the author’s personal teaching philosophy. It is followed by three artifacts. The language artifact analyzes one of the complexities encountered by learners in the Chinese as a foreign language classroom: the three particles 的 (de), 地 (de), 得 (de)...

  9. Exploring Bilinguals' Social Use of Language inside and out of the Minority Language Classroom

    Thomas, Enlli Mon; Roberts, Dylan Bryn

    2011-01-01

    This paper examines bilingual children's use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language…

  10. Brief Analysis of Group Structure in the Language Classroom

    赵丹晨

    2013-01-01

    Group activities are commonly used in second language classroom in recent years mostly because they encourage stu⁃dents to work together, helping each other. However, it is of great importance for teachers to notice the group structures so that this class activity could play its important role in the classroom.

  11. Emergence, Flexibility, and Stabilization of Language in a Physics Classroom

    Roth, Wolff-Michael; Duit, Reinders

    2003-01-01

    Learning physics is a complex phenomenon. In this article, we use concepts from the theory of nonlinear systems to study the development of language in classroom science in an experimental unit on chaos theory in a German 10th-grade physics classroom. In ongoing activity, the explanations students developed for phenomena emerged through…

  12. Firefighter or Fireman? Teachers’ attitudes towards gender neutrality in the foreign language classroom

    Wessman, Sofia

    2007-01-01

    This essay investigates the extent and significance of a gender decisive language in the foreign language classroom. Focus lies on teachers teaching English as a foreign language and their attitudes towards gender neutrality from a pure linguistic point of view. My starting point was previous research done concerning my topic and the survey was performed through questionnaires that were sent out with both qualitative and quantitative questions to thirty teachers.   My findings indicate that t...

  13. Discourse and Identity in Online Language Learning: A Case Study of a Community College ESL Classroom

    Chang, Yueh-ching

    2010-01-01

    Focusing on the process of learner socialization among Second Language (L2) students, this dissertation investigates one key aspect of this socialization process--the role of student identities in a school-based online language learning activity. Although the integration of online technology is gaining popularity in L2 classrooms for developing L2 students' electronic literacy while cultivating their language skills, research in this area has seldom considered the issue of identity in relatio...

  14. A Comparative Study of Body Language in Classroom Teaching between China and America

    张继贤

    2008-01-01

    Many researches show that the relationship between teachers and students cell be improved if teachers make effective age of body language to communicate.Besides,students'cognitive ability and efficiency in learning will be promoted.Studies on body language are beneficial not only to our linguistic theory hut also to our classroom teaching and learning.And the Successful teaching is such teaching which not only pays attention to verbal communication but also not overlooks communicative function of body language.

  15. Anxiety over EFL speaking and writing: A view from language classrooms

    Gkonou, Christina

    2011-01-01

    The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom spe...

  16. Research Timeline: Formulaic language

    Wray, Alison

    2013-01-01

    Creating a timeline for formulaic language is far from simple, because several partially independent lines of research have contributed to the emerging picture. Each exhibits cycles of innovation and consolidation over time: domains take a leading role in developing new knowledge and then fall back, while another area comes to the fore. Thus, some…

  17. The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners

    Dewaele, Jean-Marc; Ip, Tsui Shan

    2013-01-01

    Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. Howe...

  18. Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety.

    Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

    2016-06-01

    This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided. PMID:25941040

  19. TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS’ CLASSROOM LANGUAGE

    Yuyun Yulia

    2013-07-01

    Full Text Available Abstract: This paper critically describes the main challenges English language teachers face in teaching in Indonesia. The subjects of the research were students and English teachers in twelve randomly selected junior high schools in government and private schools in five districts in Yogyakarta Province. A survey schedule, interviews with English language teachers, focus group discussions with students and class observation were used to gather the data. The results show that students’ motivation is more of an instrumental motivation, due to the requirements of the mandated national examination though English now is a global language and the 2006 curriculum targets communicative competence. On the other hand, the data indicated that teachers found English difficult to use in class. The classroom instruction was conducted mostly in the low variety of Bahasa Indonesia and in Javanese. The teachers claimed that it was due to students’ low motivation; in fact, the students’ eagerness to listen to the teachers as the models of English language expressions was good. Teachers need to motivate students to learn English by improving their teaching techniques as well as their speaking competence in class to achieve student integrative motivation as English is valuable for them.

  20. Stop Using Foul Language in the Mathematics Classroom.

    Hanselman, Cheryl A.

    1997-01-01

    Discusses the language used in mathematics classrooms and states that appropriate language is based not only on the words we say but also on how those words are being perceived. Indicates that teachers should give students time to develop the meaning of numbers, operations, or problems. (ASK)

  1. A Queer Learner's Identity Positioning in Second Language Classroom Discourse

    Nguyen, Hanhthi; Yang, Lajlim

    2015-01-01

    This case study examines the classroom participation of a Korean queer (transgender) learner of English as a second language at a language institute for international adult students in the United States. To understand the dynamics of this learner's participation, we focus on how she constructed gender identity and learner identity in interaction.…

  2. Making Culture Happen in the English Language Classroom

    Yakup, Doganay; Ashirimbetova, Madina; Davis, Brent

    2013-01-01

    The issue of introducing the target culture into language classroom practice has long been an object of debates as well as the opinions of the learners towards it. Eventually, modern practitioners found a way of having the language learners acquainted with the target culture and introducing culture through culture-based textbook activities.…

  3. Interactive Language Teaching in the Intensive English Classroom

    TianAiguo

    2004-01-01

    In the traditional intensive English classroom, the teacher plays the dominant role; he is the lecturer who is interested in presenting language items, the organizer of teaching and learning activities, and the assessor of learners' performance.Students are usually bench-bound listeners. They watch the teacher explaining language points and giving samples, take

  4. Authenticity in the Language Classroom and Beyond: Children and Adolescent Learners. TESOL Classroom Practice Series

    Dantas-Whitney, Maria, Ed.; Rilling, Sarah, Ed.

    2010-01-01

    This volume in the TESOL Classroom Practice Series presents instructional practices that are particularly successful with children and adolescent language learners. These practices take into account the unique needs and characteristics of these age groups and reflect a wide range of educational contexts, goals, and challenges from classrooms in…

  5. Revisiting the Foreign Language Classroom Anxiety Scale (FLCAS): The Anxiety of Female English Language Learners in Saudi Arabia

    Al-Saraj, Taghreed M.

    2014-01-01

    With the increase in globalization, the study of English has become common in Saudi Arabia, but students’ experiences of foreign language anxiety (FLA) have been underexamined. Saudi Arabia and other Arab countries are culturally distinct from the Western world, where the most popular assessments of FLA were developed. Through a qualitative and then quantitative study, the current research examined the suitability of the most popular existing FLA questionnaire, the Foreign Language Classroom ...

  6. Phonetics and Technology in the Classroom: A Practical Approach to Using Speech Analysis Software in Second-Language Pronunciation Instruction

    Olsen, Daniel J.

    2014-01-01

    While speech analysis technology has become an integral part of phonetic research, and to some degree is used in language instruction at the most advanced levels, it appears to be mostly absent from the beginning levels of language instruction. In part, the lack of incorporation into the language classroom can be attributed to both the lack of…

  7. Action Research to Support Teachers' Classroom Materials Development

    Edwards, Emily; Burns, Anne

    2016-01-01

    Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers,…

  8. Use of Flipped Classroom Technology in Language Learning

    Evseeva, Arina Mikhailovna; Solozhenko, Anton

    2015-01-01

    The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. The present paper gives the overview of the flipped classroom technology and explores its potential for both teachers and students. The authors present the results obtained from the experience of the flipped class...

  9. FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS

    Arzu Ekoç

    2014-01-01

    This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide...

  10. Language, Task and Situation: Authenticity in the Classroom

    Ken Beatty

    2015-01-01

    There is debate on the use of authenticity in language classrooms in terms of language, task, and situation. “Authenticity of language” spans a continuum that begins with inauthentic materials - wholly created by a teacher or materials developer - to constructed materials, modified from real-world materials, to those materials created for non-pedagogical L1 purposes. “Authenticity of task” questions whether students are engaging with language materials in a way that would appear natu...

  11. The Relationship between Global Competence and Language Learning Motivation: An Empirical Study in Critical Language Classrooms

    Semaan, Gaby; Yamazaki, Kasumi

    2015-01-01

    This article examines the relationship between global competence and second language learning motivation in critical language classrooms. Data were collected from 137 participants who were studying critical languages (Arabic, Chinese, Japanese, Korean, Persian) at two universities on the East and West Coasts of the United States, using a 30-item…

  12. Classroom assessment of the use of compact language drills: a technique borrowed from foreign language teaching.

    White, A H; Tripoli, L J

    1996-12-01

    Many deaf children have great difficulty learning how to use irregular English verbs. This research study seeks to exemplify how a single-case, ABA design can be used by classroom teachers in making a determination about the usefulness of classroom teaching strategies, and in the case of this study, to explore the use of compact language drills (CLDs) as a technique for helping a deaf child improve his ability to use 4 irregular verbs. The CLDs were conducted 5-10 minutes each day for five weeks at the close of school. The drills engaged the child in immediate recall of simple sentences loaded with semantic/syntactic clues which signalled the need for a past, present or future irregular verb within the target sentence. The results suggest that CLDs, when used systematically, can significantly improve a child's ability to use irregular verbs correctly, both immediately following treatment, and across time. PMID:9002319

  13. Use of Formative Assessment, Self- and Peer-Assessment in the Classrooms: Some Insights from Recent Language Testing and Assessment (LTA) Research

    Afitska, Oksana

    2014-01-01

    A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning,…

  14. Nonverbal Teacher-student Communication in the Foreign Language Classroom

    Qi Pan

    2014-01-01

    Nonverbal communication refers to a form of communication without using the words to repress oneself. Nonverbal communication is so basic that the teachers tend to take it for granted and always ignore it in the English classroom teaching. For attaining the goal of teaching, and improving teaching quality and efficiency in the foreign language classroom, the improvement of teaching method is a very important factor. Briefly introducing the definition and types of nonverbal communication, this...

  15. Moodle-based Distance Language Learning Strategies: An Evaluation of Technology in Language Classroom

    Majid Khabbaz; Rasool Najjar

    2015-01-01

    English language teaching curriculum developers now turn to the heavy use of technology in classrooms. Computer technology, specifically, has brought about many changes in the strategies of language leaning. One of the new computer programs which has recently attracted the attention of language teachers is called Moodle. It is an open-source Course Management System (CMS) which delivers online courses as well as supplement traditional face-to-face language courses. Since there is little infor...

  16. Academic Language in Early Childhood Classrooms

    Barnes, Erica M.; Grifenhagen, Jill F.; Dickinson, David K.

    2016-01-01

    This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…

  17. Attitudes of Second Language Learners towards Code-switching in L2 Classroom

    熊雪婷

    2013-01-01

    This paper chiefly examines the attitudes of second language learners, specifically, Chinese postgraduate students study⁃ing in the UK, towards code-switching between English and Mandarin in group discussion in L2 classroom. Questionnaire is im⁃plemented as the data collection method and yields some corresponding findings based on research questions. Meanwhile, recent research on code-switching in classroom is introduced briefly. Moreover, limitations and pedagogical implication of the original research mentioned above are elaborated, as well as the implied future research is presented in this area.

  18. Use Of Formative Assessment, Self- And Peer-Assessment In The Classrooms: Some Insights From Recent Language Testing And Assessment (LTA) Research

    Afitska, O.

    2014-01-01

    A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning, attitudes towards assessment, comparison between teacher and learner assessment practices, types and quality of formative teacher feedback), in a number ...

  19. How a Therapy Dog May Inspire Student Literacy Engagement in the Elementary Language Arts Classroom

    Lori Friesen

    2009-01-01

    In this article, I discuss theoretical possibilities for the inclusion of therapy dogs in the elementary language arts classroom, particularly which may inspire students otherwise reluctant to engage in literacy activities. I incorporate Guthrie and colleagues’ work in engagement into research in Animal Assisted Therapy with children to posit a revised theory of engagement.

  20. Elementary Teachers' Perceptions of Their Preparedness to Teach English Language Learners in the Mainstream Classroom

    Moore, Tara Sheehan

    2014-01-01

    Although researchers have investigated teachers' perceptions of their preparedness to instruct English language learners (ELLs) and value student culture in the classroom, there has been a lack of studies at an elementary school level. The purpose of this qualitative case study was to examine the perceptions of elementary teachers about their use…

  1. Teaching Sociolinguistic Variation in the Intermediate Language Classroom: "Voseo" in Latin America

    Shenk, Elaine M.

    2014-01-01

    The acquisition of sociolinguistic variation by second language learners has gained increased attention. Some research highlights the value of naturalistic exposure through study abroad while other studies point out that classroom input can facilitate the acquisition of particular features of variation. Nevertheless, said attention to the…

  2. Uses of Digital Tools and Literacies in the English Language Arts Classroom

    Beach, Richard

    2012-01-01

    This article reviews research on English language arts teachers' use of digital tools in the classroom to remediate print literacies. Specifically, this review focuses on the affordances of digital tools to foster uses of digital literacies of informational/accessibility, collaboration knowledge construction, multimodal communication, gaming…

  3. The Use of English in the Chinese Language Classroom: Perspectives from American College Students

    Henrietta Yang

    2010-08-01

    Full Text Available For a long time, whether learners' first language (L1 should be used in the foreign language classroom has been a controversial issue in the foreign language education field. The focus has been mostly on the use of L1 in the English language classroom (e.g.,Atkinson, 1987; Brooks-Lewis, 2009; Kieu, 2010; Krashen, 1981; Miles, 2004; Nazary, 2008; Prodromou, 2002; Schweers, 1999; Tang,2002. The debate centers on two diverse pedagogical approaches: the monolingual approach and the bilingual approach. The supporters of the monolingual approach contend that only the target language that learners are acquiring (i.e. English in most of the study should be allowed in the classroom, and Krashen (1981, 1985 was a pivotal supporter of this approach. However, other researchers and language teachers argue that the monolingual approach is not practical, particularly in lower-level classes (e.g., Atkinson, 1987; BrooksLewis, 2009; Schweers, 1999; Tang, 2002. They believe that using L1 in the classroom can be very effective when explaining difficult grammar points and linguistic elements that are language specific. The supporters of the bilingual approach do not deny the advantages of maximizing target language exposure and practice. However, they suggest that when learners' L1 is applied strategically, it can actually be a very important learning tool (e.g., Atkinson, 1987; Brooks-Lewis,2009; Schweers, 1999. Furthermore, both Schweers (1999 and Miles (2004 point out that the use of L1 provides students a more relaxed atmosphere and makes them less anxious and more confident in the classroom.

  4. Corrective Feedback in Second Language Classrooms

    Leonardo Véliz C

    2008-01-01

    Full Text Available In this paper I attempt to analyse and survey the role of corrective feedback -more specifically recasts- in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students' self-correction in order to finally come to the conclusión whether or not students are able to no tice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermedíate level and five taking advanced English courses. Intermedíate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermedíate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to 'read between lines' and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advanced and, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes.The results as well as the tests on the whole, clearly demónstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermedíate students, though the difference is not striking.En el presente trabajo procuro analizar el rol de la asesoría remedial o retroalimentación correctiva, precisamente Recasts (corrección implícita, en la interacción entre profesores y alumnos de una segunda lengua. De esta manera, analizo los efectos de la corrección implícita en la auto-corrección de los alumnos para finalmente

  5. Reflections on Native Language Use in Adult ESL Classrooms

    Huerta-Macias, Ana; Kephart, Kerrie

    2009-01-01

    This paper explores the issue of native language (L1) use in adult English-as-a-second-language (ESL) classes, re-examining the belief that use of the students' L1 is detrimental to target language learning. We discuss research that (a) documents language use in several adult ESL classes in the U.S.-Mexico Borderlands, and (b) presents survey…

  6. Associations between Chinese Language Classroom Environments and Students' Motivation to Learn the Language

    Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq

    2009-01-01

    Associations between the nature of Chinese Language Classroom Environments and Singapore secondary school students' motivation to learn the Chinese Language were investigated. A sample of 1,460 secondary three (grade 9) students from 50 express stream (above average academic ability) classes in Singapore government secondary schools was involved…

  7. Effect of Foreign Language Classroom Anxiety on Turkish University Students' Academic Achievement in Foreign Language Learning

    Tuncer, Murat; Dogan, Yunus

    2015-01-01

    This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom…

  8. Language-as-Resource and Language-as-Political: Tensions in the Bilingual Mathematics Classroom

    Planas, Núria; Civil, Marta

    2013-01-01

    In this article we reflect on the learning of mathematics in bilingual settings from a social and a political perspective. In particular we highlight two concepts that are key to our work: language-as-resource and language-as-political. To do so, we draw on classroom data from students of Mexican origin in Tucson, USA, and students from Latin…

  9. Using Skype in the Second and Foreign Language Classroom

    Eaton, Sarah Elaine

    2010-01-01

    This presentation introduced Skype and how it can be used to: (1) connect teachers with other professionals - and save on long distance charges - even internationally (2) empower language teachers and tutors (3) give presentations and workshops (4) be a stepping stone to using more sophisticated technology in the classroom. It was noted that for…

  10. Language Policy for the Multilingual Classroom: Pedagogy of the Possible

    Helot, Christine; Laoire, Muiris O.

    2011-01-01

    With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners' voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different…

  11. Student Engagement and Motivation in the Foreign Language Classroom

    Lin, Tsun-Ju

    2012-01-01

    This dissertation consists of two manuscripts to examine student motivation and engagement in the foreign language classroom. The purpose of the first paper is to propose a model that distinguishes between motivation and engagement. The paper highlights the connections and differences between motivation and engagement in order to point out issues…

  12. Formulaic Speech in Early Classroom Second Language Development.

    Ellis, Rod

    Formulaic speech, expressions learned as unanalyzed wholes and used on particular occasions by native speakers, is contrasted to "grammatical" sentences using novel combinations of words in the second language classroom. The speech produced by three limited English-speaking children in an English program suggests that formulaic speech enables…

  13. "Experiential" Professional Development: Improving World Language Pedagogy inside Spanish Classrooms

    Burke, Brigid Moira

    2012-01-01

    "Experiential" professional development (EPD), influenced by Expeditionary Learning Outward Bound design, was integrated in the classrooms of secondary Spanish teachers to create opportunities for them to learn to use communicative language teaching (CLT) through experience. Teachers collaborated with colleagues, students, and a…

  14. Silence in the Second Language Classrooms of Japanese Universities

    King, Jim

    2013-01-01

    Japanese language learners' proclivity for silence has been alluded to by various writers (e.g. Anderson 1993; Korst 1997; Greer 2000) and is supported by plenty of anecdotal evidence, but large-scale, empirical studies aimed at measuring the extent of macro-level silence within Japanese university L2 classrooms are notably lacking. This article…

  15. Language for Preventing and Defusing Violence in the Classroom.

    Houston, Richard; Grubaugh, Steven

    1989-01-01

    Describes the types of violence found in school and classroom contexts and recommends guidelines to form proactive and reactive strategies for teachers and administrators. Demonstrates the language for rules to establish order and deter violence and to use with students exhibiting violent behavior. (FMW)

  16. Meaningful Literacy: Writing Poetry in the Language Classroom

    Hanauer, David I.

    2012-01-01

    This paper develops the concept of meaningful literacy and offers a classroom methodology--poetry writing--that manifests this approach to ESL/EFL literacy instruction. The paper is divided into three sections. The first deals with the concept of meaningful literacy learning in second and foreign language pedagogy; the second summarizes empirical…

  17. Literature and language learning in the EFL classroom

    Teranishi, Masayuki; Wales, Katie

    2015-01-01

    This book examines how literary texts can be incorporated into teaching practices in an EFL classroom. It takes a multi-faceted approach to how English language teaching and learning can best be developed through presentation and exploration of literary texts.

  18. Challenges in Teaching Culture along with Language in the Foreign Lan-guage (FL) Classroom

    WANG Rui-qi

    2014-01-01

    Teaching culture along with language in the foreign language classroom is not an easy job. The definition of culture varies from different context, and non-native speakers do not share the same background with native speakers, thus it brings many difficulties to those who want to learn or teach culture along with a foreign language. Challenges in teaching culture along with English will be discussed as an exemplar in this essay. Meanwhile, suggestion on how to teach culture in the English class-room will be proposed at the end of this work.

  19. Teaching Language through Literature in the EFL Classroom

    谢果

    2016-01-01

    English language education takes place as a general school subject in colleges in China. There are many approaches to language teaching. Generally, literature course in foreign country has two equal tasks- literature appreciation and language learning. In literature instruction, it has to cove r these two aspects and fulfills these two tasks. This paper aims to help students in EFL classroom students find out how messages in texts convey ideas of ideologies by designing a literature course- analyze the same story in different genres.

  20. Games for the Foreign Language Classroom.

    McMillan, Nancy; Madaras, Susan W.

    Two marketing games are described, "Le Marche Francais" and "El Mercado: The Mexican Market Comes to Life in the Spanish Classroom." Both are patterned after a published game entitled "Market: A Simulation Game." The adaptation in each instance relied on simplifying the original game and presenting it in a form understandable to middle school…

  1. Competing Desires and Realities: Language Policies in the French-Language Classroom

    Angela Giovanangeli

    2009-03-01

    Full Text Available French language policy has historically centred on ways French can be considered a dominant and influential language. It has done this since the Middle Ages, by allowing the French language to serve as a political tool. On an international level, language was a way of subjugating conquered peoples (former colonies. It promoted France’s international status (by the 18th century French was the diplomatic language of Europe. On a national level, the French language was one of the ways governments were able to centralise political power (suppression of regional languages. One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178. Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France. This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of

  2. Speaking Correctly: Error Correction as a Language Socialization Practice in a Ukrainian Classroom

    Friedman, Debra A.

    2010-01-01

    This study uses a language socialization approach to explore the role of Ukrainian language instruction in the revitalization of Ukrainian as the national language. Based on 10 months ethnographic observation and videotaping of classroom interaction in two fifth-grade Ukrainian language and literature classrooms, it focuses on corrective feedback…

  3. EFL Learning through Language Activities outside the Classroom: A Case Study of English Education Students in Thailand

    Chusanachoti, Ruedeerath

    2009-01-01

    This study explored how Thai learners of English as a foreign language, engaged in English activities outside of classrooms to learn and practice the English language. Three research questions of this study include: (a) How do the participants perceive access and availability of out of class English activities in local environments?, (b) How do…

  4. Teachers’ and students’ amount and purpose of L1 use: English as foreign language (EFL) classrooms in Iran

    Hossein Bozorgian; Sediqe Fallahpour

    2015-01-01

    A surge of interest in using First Language (L1) in English as Second/Foreign Language (L2/EFL) learning has recently been developed. Despite this upsurge, the concern about using L1 by teachers and students in L2/EFL classrooms is still important for researchers to consider in the field. The focus of this study is to investigate the amount and purposes of L1 use in EFL classrooms by teachers and students in two English language institutes in Iran. Responding to the research questions on the ...

  5. Language, Literacy, Literature: Using Storytelling in the Languages Classroom

    Morgan, Anne-Marie

    2011-01-01

    Stories and storytelling have been used for millennia to entertain, challenge and educate. As a shared form of language interaction, storytelling has engaged communities in developing and perpetuating common understandings of both language and culture, as critical foundations to harmonious societies. Stories and storytelling provide a rich source…

  6. Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom

    P.L.N. Randima Rajapaksha

    2016-01-01

    Full Text Available Children best learn language through playful learning experiences in the preschool classroom. The present study focused on developing oral language skills in preschool children through a sociodramatic play intervention. The study employed a case study design under qualitative approach. The researcher conducted a sociodramatic play intervention collaboratively with the class teacher for a group of 10 children selected utilizing purposive sampling method in a preschool classroom. The intervention was conducted in a preschool located in Colombo, Sri Lanka for 3 weeks. The observation, interview and reflective journal were the instrument used to collect data. The observation carried under two criteria namely, ability to initiate a conversation and ability to respond in a conversation revealed that the sociodramatic play intervention created many opportunities to develop oral language skills in the children than the regular classroom activities. The sociodramatic play activities enhanced children's oral language skills while creating a language rich playful learning experiences.Keywords: Language development, Early childhood education, Sociodramatic play

  7. Talking Shop. Second Language Acquisition Research: How Does It Help Teachers. An Interview with Rod Ellis.

    ELT Journal, 1993

    1993-01-01

    Rod Ellis discusses contribution, past, present, and future, of second-language acquisition (SLA) studies to English language teaching. Considers two primary issues: conditions that facilitate and promote SLA in classroom; and how teachers can create those conditions. Role of grammar in English classroom is discussed, recent research is described,…

  8. Guidelines for Language Classroom Instruction(Ⅲ)

    Graham Crookes; Craig Chaudron

    2008-01-01

    continued from Issue 10 4.FacilitationA major role of the instructor is to arrange matters so the material presented gets used and thereby learned.This may be far more critical in the learning of a cognitive skill,in which practice assumes major dimensions,than in the learning of most school subjects,in which declarative knowledge(Anderson 1982;O'Malley,Chamot,and Walker 1987)is being presented and clear presentation may be sufficient in itself to ensure learning(of.West 1960).We need,therefore,to give some consideration to such matters as the overall organization of the classroom.

  9. Dramatizing Poetry in the Second Language Classroom

    Elting, Stephen; Firkins, Arthur

    2006-01-01

    Poetry performance is an approach to learning where students can use theatrical techniques to develop a response to the poem. This paper argues that ELL students can explore the aesthetic function of language and, more widely, develop confidence in using English as a communicative tool through the dramatization of poetry. We describe the process…

  10. Language Practices in the Ci-Classroom

    Mourtou, Eleni

    2014-01-01

    Prelingually deafened children are nowadays likely to receive a cochlear implant (ci). As these children do their language acquisition with a cochlear implant they require a constant rehabilitation and support. Educational staff is instructed on how to work with children with ci in form of...

  11. Influencing Motivation in the Foreign Language Classroom

    Nicholson, Simon James

    2013-01-01

    Motivation is one of the main determining factors of success in developing a second or foreign language. However, motivation is a complex phenomenon and the more its constructs are understood the better we are able to understand the extent to which we can influence it. Teachers can cultivate student motivation to varying degrees and play a central…

  12. Exploitation of Songs in Foreign Language Classrooms

    Halil AYTEKİN

    2011-03-01

    Full Text Available Music holds a very important place in human life. People spend their days and free time listening to music. Music calms and relaxes the soul. Music is the best way to express one's feelings. Music is an important medium for teaching and educating as well. Music attracts the attention of students with its rhythm, singing style, emphasis on the target language and culture and provokes their desire to listen to it all the time. In the last few years music is basically a tool that many foreign language teachers have started to use. Music is used as a game to motivate students. This enables the class to remain energetic and lively. The song enables students to use the target language and learn about a new culture. Teachers must choose a song according to the objective of the class. These songs contribute to the student's oral and writing skills. Music also serves a special function of teaching student's the four basic language skills. Songs creates the opportunity to do many different types of activities in the class according to interest and age.

  13. Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

    Gámez, Perla B.; Lesaux, Nonie K.

    2015-01-01

    This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

  14. The Nature of Chinese Language Classroom Learning Environments in Singapore Secondary Schools

    Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq V.

    2011-01-01

    This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment Inventory, to investigate teachers' and students' perceptions towards their Chinese…

  15. Teachers’ approaches to language classroom assessment in Cameroon primary schools

    Achu Charles Tante

    2013-01-01

    Assessment has a huge impact on ESL primary pupils, in part, because on the curriculum English is both a subject and also a language of learning all the other subjects. For children still acquiring L1 it is daunting sometimes to be expected to understand concepts in L2. It may be difficult then to gather information to make an impartial judgement with regards to a pupil’s language level. This study is a preliminary inquiry that attempts to find out teachers’ approaches to classroom assessment...

  16. Taking Risks in the Target Language: How can we encourage the use of spontaneous speech in the classroom?

    Slaughter, Jennifer

    2013-01-01

    This assignment seeks to explore and reflect on the process of educational action research, and will critically evaluate current theory and practice into the use of the target language in the classroom. I aim to develop effective strategies to encourage the use of spontaneous speech in the classroom and engage with arguments for and against the use of the foreign language by teachers and pupils. I aim to carry out a systematic enquiry into how pupils feel about the use of target language and ...

  17. INTRODUCING REFLECTIVE TEACHING TO SECOND LANGUAGE CLASSROOMS

    2001-01-01

    This article takes a close look at Towards Reflective Teach-ing, by Jack C. Richards. His article first explains what reflec-tive teaching is, and then presents the various reflective ap-proaches such as peer observation, self-reports, auto-biographies, journals and collaborative diary keeping. This arti-cle then goes on and draws from actual teaching experience toconclude that these approaches are extremely useful for the im-provement of foreign language teaching.

  18. Identity and participation in a workplace English language training classroom in Thailand: a community of practice perspective

    Taylor, Pimsiri

    2014-01-01

    This ethnographic study investigates identity and participation in a workplace English language training classroom in Thailand. As a practitioner’s enquiry, the research methods of participation observation, interviews and questionnaires were employed in exploring a 40-hour training classroom which acts as a workplace community of practice for both the teacher and the student participants. Through the lens of communities of practice (Lave and Wenger, 1991), the research shows the significance...

  19. Language-as-resource and language-as-political: tensions in the bilingual mathematics classroom

    Planas, Núria; Civil, Marta

    2013-09-01

    In this article we reflect on the learning of mathematics in bilingual settings from a social and a political perspective. In particular we highlight two concepts that are key to our work: language-as-resource and language-as-political. To do so, we draw on classroom data from students of Mexican origin in Tucson, USA, and students from Latin America in Barcelona, Spain. The language policies in our contexts share a message of privileging the language of instruction (English or Catalan) over other languages. Our analysis of the two sets of data points to differences in the mathematical participation of students on the basis of which language they use. We develop the argument that, even if languages other than Catalan and English are accepted and certain pedagogies may be close to a language-as-resource approach, the use of the students' languages is politically mediated in such a way that its pedagogical value (as a medium of communication and learning) is not always taken into account in the bilingual mathematics classroom.

  20. Researches on Foreign Language Learning Anxiety

    吴均霞

    2013-01-01

      Foreign language anxiety is one of the factors of affecting foreign language achievement. It is negatively associated with language skill learning. This article will show some researches on foreign language anxiety from certain aspects.

  1. Language Awareness in Language Learning and Teaching: A Research Agenda

    Svalberg, Agneta M.-L.

    2012-01-01

    Following on from my state-of-the-art article on "Language Awareness and language learning" (Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects of language awareness (LA): "explicit knowledge about language, and conscious perception and sensitivity in language learning,…

  2. (Re)placing Literary Texts in the Intercultural Foreign Language Classroom

    Matos, Ana Gonçalves

    2011-01-01

    In the history of language teaching, literary texts have gradually been reduced to a source for linguistic learning, as an informative representation of cultural traits or even dismissed from the foreign language classroom. This paper aims to add reasons that justify considering literary texts a vital presence in the foreign language classroom.…

  3. Moving beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms

    Lochland, Paul W.

    2013-01-01

    This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the…

  4. Learning to Communicate in the Classroom: A Study of Two Language Learner's Requests.

    Ellis, Rod

    1992-01-01

    Examines whether communication occurring in a second-language classroom setting sufficiently ensures development of full target language competence. The ability of 2 English-as-a-Second-Language students to "request" in English was followed over 15-21 months. Results indicated that the classroom did not provide the conditions necessary for…

  5. The Effects of Using Advance Organizers and Captions To Introduce Video in the Foreign Language Classroom.

    Chung, Jing-Mei

    1996-01-01

    Explores two video instructional strategies for the foreign language classroom: advance organizers and captions in the target language. A set of classroom procedures are proposed that combine advance organizers and captions to teach English as a foreign language. (9 references) (Author/CK)

  6. Moodle-based Distance Language Learning Strategies: An Evaluation of Technology in Language Classroom

    Majid Khabbaz

    2015-07-01

    Full Text Available English language teaching curriculum developers now turn to the heavy use of technology in classrooms. Computer technology, specifically, has brought about many changes in the strategies of language leaning. One of the new computer programs which has recently attracted the attention of language teachers is called Moodle. It is an open-source Course Management System (CMS which delivers online courses as well as supplement traditional face-to-face language courses. Since there is little information about the feasibility of such a program, this study is an effort to examine it through its adaptability to Language Learning Strategies (LLSs. The data is gathered from 60 Moodle-based EAP users as a purposeful sample of the EAP population through a questionnaire. The participants were also observed and interviewed (6 participants. It was found out that there were no relationships between LLSs and language achievement at Moodle-based distance language learning contexts. The findings imply that learning language through Moodle-based teaching materials impede the process of being autonomous language learners, which is a prerequisite for language learning at distance contexts.Keywords: distance learning, language learning strategies, learner autonomy, Computer-Assisted Language Learning, English for Academic Purposes (EAP

  7. Classroom tandem – Outlining a Model for Language Learning and Instruction

    Karjalainen, Katri; Pörn, Michaela; Fredrik RUSK; Linda BJÖRKSKOG

    2013-01-01

    The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other’s native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the nat...

  8. Schools of language teaching methodology and teacher's roles in SL/FL classroom

    李垂佳

    2009-01-01

    This paper presents the teaching methods employed by different schools of language teaching respectively and the historical trend of the roles of language teacher in SL/FL classroom. The purpose of this paper is to survey the dif-ferent roles language teachers play with the advent of a new teaching method so as to supply a better interpretation of the language teachers' behaviors in the SL/FL classroom and to indicate the likely developments in language pedagogy in the future.

  9. Conflicting Ideologies and Language Policy in Adult ESL: Complexities of Language Socialization in a Majority-L1 Classroom

    Mori, Miki

    2014-01-01

    This study looks at how language ideologies affect and are revealed in language socialization practices in a majority-L1 adult ESL classroom, particularly looking at language use and policy. It draws on recent theories and critiques of language socialization (Bayley & Langman, 2011; Bronson & Watson-Gegeo, 2008; Garrett &…

  10. Promoting Metacognitive Skills in Intermediate Spanish: Report of a Classroom Research Project

    Thompson, David R.

    2012-01-01

    In recent years numerous studies on language learning strategies have signaled the importance of developing students' metacognitive skills. This article communicates findings from a classroom research project that sought to stimulate metacognitive self-monitoring practices among college students in an intermediate-level Spanish language course.…

  11. Factor Structure of the Foreign Language Classroom Anxiety Scale: Comment on Park (2014).

    Horwitz, Elaine K

    2016-08-01

    By employing both exploratory and confirmatory factor analysis, Park has provided an important contribution to understanding the underlying constructs of the Foreign Language Classroom Anxiety Scale. To Park's concerns about previous research on the components of the measure, this article adds the necessity of considering the specific learner populations and learning contexts where foreign language anxiety (FLA) is being examined since the components of FLA likely vary in different learner populations, especially with respect to cultural and proficiency differences. It is particularly important to consider that FLA has different triggers and manifestations in different cultures. PMID:27287268

  12. Understanding language use in the classroom a linguistic guide for college educators

    Behrens, Susan J

    2014-01-01

    It is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree amongst themselves on a definition and a set of rules. Understanding Language Use in the Classroom aims to bring the latest findings in linguistics research on academic English to educators from other disciplines, and to help them help their students learn and achieve. Behrens combines a powerful argument for the importance of explicit teaching of languag

  13. Expectations in the Foreign Language Classrooms: A Case Study

    Ketsman, Olha

    2012-01-01

    Research shows the strong correlation between expectations and student achievement across different disciplines. However, little research has been conducted regarding the role of discipline specific classroom expectations in student academic achievement. This multiple instrumental case study discusses expectations in two rural Spanish high school…

  14. Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

    Yang, Eunah

    This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

  15. The Modern Language Classroom: Individuality, Technology, and Context

    Sims, Eric

    2013-01-01

    This portfolio is a compilation of the author’s research-supported ideas on what good language teaching looks like. The central component is the teaching philosophy, in which the author explains that respect for individuality, use of technology, and use of culture as context for learning are the three elements seen as most important for successful language learning.The teaching philosophy is supported by artifacts about peer feedback in language learning, literacy in adult English as a Second...

  16. Teachers’ and students’ amount and purpose of L1 use: English as foreign language (EFL classrooms in Iran

    Hossein Bozorgian

    2015-07-01

    Full Text Available A surge of interest in using First Language (L1 in English as Second/Foreign Language (L2/EFL learning has recently been developed. Despite this upsurge, the concern about using L1 by teachers and students in L2/EFL classrooms is still important for researchers to consider in the field. The focus of this study is to investigate the amount and purposes of L1 use in EFL classrooms by teachers and students in two English language institutes in Iran. Responding to the research questions on the amount and purpose of L1 use, the researchers collected the data for 12 sessions (a 90-minute class from six male and female EFL teachers aged from 25 to 30 and 155 students 19 to 25 years of age whose pre-intermediate classes were video recorded for two sessions. The findings revealed that the EFL teachers used a limited amount of L1 in the EFL classrooms though they still used it as an aid for a variety of purposes in order to improve their teaching purposes and the students’ learning. The findings also indicated that using L1 facilitates students’ learning in EFL classrooms, and it should not be excluded from the classroom syllabi or considered an evil in EFL classrooms.

  17. The Use of English in the Chinese Language Classroom: Perspectives from American College Students

    Henrietta Yang

    2010-01-01

    For a long time, whether learners' first language (L1) should be used in the foreign language classroom has been a controversial issue in the foreign language education field. The focus has been mostly on the use of L1 in the English language classroom (e.g.,Atkinson, 1987; Brooks-Lewis, 2009; Kieu, 2010; Krashen, 1981; Miles, 2004; Nazary, 2008; Prodromou, 2002; Schweers, 1999; Tang,2002). The debate centers on two diverse pedagogical approaches: the monolingual approach and the bilingual...

  18. When language policy and pedagogy conflict: pupils’ and educators’ ‘practiced language policies’ in an English-medium kindergarten classroom in Greece

    Papageorgiou, Ifigenia

    2012-01-01

    An international school (BES) in Greece, overwhelmingly attended by Greek origin children, has adopted, as its language policy, English as the ‘official’ medium of interaction, including in the Reception classroom, the target of this research. That is, through its language policy, the school aims to promote the learning and use of English throughout school. At the same time, the school has adopted ‘free interaction’ in designated play areas as its pedagogical approach. The aim ...

  19. Effects of Teaching Literature on Culture Learning in the Language Classroom

    Chittra Muthusamy

    2011-01-01

    Full Text Available Problem statement: The role of literature in enhancing readers cultural understanding in the language classroom was explored. It was a part of an extensive research which focused mainly on language learning and creativity. It is argued that the interface of language, literature and culture are at the forefront of present-day language and literature learning and this facilitates inter-racial, intra-racial and global understanding. Approach: As method, a quasi-experimental study was conducted on two intact groups; the control (n = 30 and experimental (n = 30 groups. Both groups underwent an eight week experiment whereby one short story, The Burden of Sin by S. Karthigesu was taught to both groups. The control group was taught using the routine and traditional reading and comprehension teaching approach while the experimental group was taught using the reader response approach adapting Ibsens the I Model text exploration and literary devices. Results: Descriptive and inferential statistical analyses were conducted on the data collected using two non-parametric tests: The Wilcoxon Signed Ranks test to determine the significant difference between the experimental groups pretest and posttest scores and the Mann-Whitney U test to determine the significant difference between the scores of the experimental and control groups. Conclusion: The results proved to be substantially significant. The findings revealed that cultural understanding can be taught through literature in a language classroom and it is a valuable instructional medium in the learning of culture.

  20. Language of poverty strategies: Implemented in the urban elementary science classroom

    Jeanpierre, Bobby Jo

    2000-08-01

    This research study reports the results of school-based staff development models used at three urban elementary schools that had liaison teachers assisting classroom teachers in implementing instructional strategies in science teaching from "Language of Poverty," a curriculum framework designed to address the academic needs of disadvantaged students. The case study of two urban elementary schools and six classroom teachers, and survey and interview data results of a third school, uncovered insights into several areas of science teaching in urban settings. One conclusion is that in spite of substantial allocation of resources and assistance, teachers did not translate instructional strategies from "Language of Poverty" curriculum into their classroom practices in a way that would foster urban disadvantaged students' understanding of "big science concepts." A second conclusion is that the school-based staff development models were limited in their ability to address the diverse professional needs of all of its staff. Third, as it relates to students, discipline issues occurred in these urban classrooms across ethnicity and gender. And in addition to teachers being knowledgeable of relevant social and cultural group norms' application of this knowledge in an appropriate and consistent manner is needed to effectively address discipline concerns.

  1. Othering: Towards a Critical Cultural Awareness in the Language Classroom

    Sthephanny Moncada Linares

    2016-04-01

    Full Text Available Due to the need of decentering language learners’ conceptions and practices of “othering” against the target culture, it has become necessary to help them grow in critical cultural understanding and positive appreciation towards the richness of difference and plurality, as a transversal dimension of their intercultural competence. Thus, this paper seeks to summarize the literature on the notion of othering and its pedagogical possibilities to promote critical cultural awareness raising in the language classroom. It initially presents some theoretical contributions on the concepts of the “Other” and the “Self” and its dialectical relation, and later, it proposes four pedagogical tools that could enable learners to achieve the already mentioned objective.

  2. Principles for Code Choice in the Foreign Language Classroom: A Focus on Grammaring

    Levine, Glenn S.

    2014-01-01

    The social and cultural "turn" in language education of recent years has helped move language teaching and curriculum design away from many of the more rigid dogmas of earlier generations, but the issue of the roles of the learners' first language (L1) in language pedagogy and classroom interaction is far from settled. Some follow a…

  3. Examination of Foreign Language Classroom Anxiety and Achievement in Foreign Language in Turkish University Students in Terms of Various Variables

    Dogan, Yunus; Tuncer, Murat

    2016-01-01

    This correlational survey study aimed to investigate whether the Turkish prep-class students' foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience abroad, perceived level of income and any third language (other than Turkish and English) they…

  4. Researching Sex Bias in the Classroom.

    Donlan, Dan

    This paper outlines five methods of research on sex bias in the classroom: one-time survey, one class/one treatment, two class/two treatment, one class/random assignment to treatment, and analysis of differentiated effect. It shows how each method could be used in attempting to measure the effect of a unit on Norma Klein's "Mom, the Wolfman and…

  5. Developing Learner Autonomy in the Language Class in Turkey: Voices from the Classroom

    Inozu, Julide

    2011-01-01

    This article draws on qualitative interview data from a case study of an English teacher in Turkey. It explores the implementation of learner autonomy in English as a foreign language classroom and identifies the challenges, such as students' negative attitudes towards classroom practices, dissatisfaction with the language learning activities and…

  6. Motivation in Learning a Second Language: Exploring the Contributions of Family and Classroom Processes

    Tam, Frank Wai-ming

    2009-01-01

    This study looks at how family and classroom factors influence second-language learning at the junior secondary level in schools in Hong Kong. It employed an ecological perspective to look at how family-level factors and classroom-level factors uniquely combine to influence students' learning motivations in second-language learning. Nineteen…

  7. Language Use in a Multilingual Mathematics Classroom in South Africa: A Different Perspective

    Setati, Mamokgethi

    2003-01-01

    This paper presents an argument that language-use in multilingual mathematics classrooms in South Africa is as much a function of politics as it is of cognition and communication. It draws from a wider study focusing on language practices in intermediate multilingual mathematics classrooms in South Africa. In the study the notion of cultural…

  8. The Relationship between Gender and Iranian EFL Learners’ Foreign Language Classroom Anxiety (FLCA)

    Fakhri Mesri

    2012-01-01

    Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with foreign language learning contexts, including listening, speaking, reading, and writing. Foreign language classroom anxiety (FLCA) is related to foreign language anxiety and language-skill-specific anxiety, and fairly recently identified as distinguished from other forms of anxiety. FLCA is a more general type of anxiety in learning a foreign language with a stron...

  9. "Why in This Bilingual Classroom … Hablamos Más Español?" Language Choice by Bilingual Science Students

    Stevenson, Alma D.

    2015-01-01

    This qualitative sociolinguistic research study examines Latino/a students' use of language in a science classroom and laboratory. This study was conducted in a school in the southwestern United States that serves an economically depressed, predominantly Latino population. The object of study was a 5th-grade bilingual (Spanish/English) class.…

  10. Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

    Abraham, Alison

    2014-01-01

    The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

  11. A case study of implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classroom

    Lau, KL

    2012-01-01

    This study aims at examining the concept of ‘international mindedness’ as it is evidenced in the International Baccalaureate Diploma Programme (IBDP) in a Chinese as a second language classroom in an international school. The research methodology includes in‐depth semi-structured interviews, classroom observation, classroom discourse analysis (Christie, 2008), and text analysis of students’ work by using Systemic Functional Linguistics (SFL) (Halliday, 1994), Appraisal Theory (Martin and Whit...

  12. New Proposals for Educational Development of Disciplines Taught in Foreign Languages in Multicultural Classrooms

    Roberto Birch Gonçalves

    2015-04-01

    Full Text Available This study discusses the current trend of offering courses in the undergraduate programs, taught in foreign languages, as a fundamental aspect for the formation of new global professionals who require different skills to work in multicultural markets. To do so, the research highlights some concepts of internationalization, academic mobility and curricula internationalization. A longitudinal case study was conducted over a period of three years (2010-2013, describing the trajectory of the Intercultural Communication discipline, taught in English in a multicultural classroom, in a Higher Education Institution. For the analysis, it was used the data provided by online assessment system. The results show the degree of satisfaction by students who attended this course and emphasizes the strong responsibility of professionals who teach courses in foreign languages where language proficiency is essential, however the content domain and the use of proper methodologies are no less important.

  13. Students and Teachers’ Reasons for Using the First Language Within the Foreign Language Classroom (French and English in Central Mexico

    Mora Pablo Irasema

    2011-11-01

    Full Text Available

    The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews. The results show that teachers and the majority of students perceive the use of the first language as positive and part of the teaching and learning process. A small number of students do not like the use of the first language in the classroom and prefer that their teachers use the target language only.

     

    La presente investigación explora el uso de la lengua materna en un contexto de enseñanza de lenguas extranjeras. Esta investigación cualitativa presenta la práctica docente y los puntos de vista de maestros y alumnos de francés e inglés en el contexto de una universidad pública del centro de México, mediante el uso de las técnicas del cuestionario y la entrevista semiestructurada. Los resultados muestran que tanto los maestros como la mayoría de los alumnos perciben el uso de la lengua materna como algo positivo en el proceso de enseñanza-aprendizaje. Un número reducido de estudiantes rechaza el uso de la lengua materna y prefiere que su clase de lengua extranjera sea dirigida exclusivamente en la lengua meta. Palabras clave: investigación cualitativa, puntos de vista de alumnos y maestros, uso de la lengua materna.

  14. Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka

    Cirocki, Andrzej; Tennekoon, Sujeewa; Calvo, Alicia Pena

    2014-01-01

    Modern language education favours the model of a reflective teacher-researcher who is engaged in both individual and collaborative curriculum revision and teaching-learning environment improvement. The present paper addresses the issue of classroom research and reflective practice in current ESL pedagogy and teacher professional development. The…

  15. The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms

    Christina Nicole Giannikas

    2013-01-01

    This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply clas...

  16. Foreign Language Facilities in High School. A Report of the Foreign Language Research Commission, 1962.

    Arendt, Jermaine D., Ed.; Scanlan, William J., Ed.

    Descriptions of such facilities for modern foreign language classes as the foreign language classroom, the language laboratory, and the electronic classroom are supplemented by illustrations and schematic plans of each type of installation. Specifications for equipment and furniture, room plans, and explanations of possible variations are offered.…

  17. Approaches to Observation in Classroom Research: Macroscopic and Microscopic Views of L2 Classrooms.

    Spada, Nina; Lyster, Roy

    1997-01-01

    Describes the development and organization of the Colt (Communicative Orientation of Language Teaching) observation scheme and Lyster and Ranta's (1997) error treatment model, instruments including predetermined categories to describe features of instructional input and interaction in second language classrooms. Concludes that the choice of…

  18. Research on Language and Learning: implications for Language Teaching

    Eva Alcón

    2004-01-01

    Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.

  19. RESEARCH ON LANGUAGE AND LEARNING: IMPLICATIONS FOR LANGUAGE TEACHING

    Eva Alcón

    2004-06-01

    Full Text Available Taking into account severa1 limitations of communicative language teaching (CLT, this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.

  20. Developing communicative competence through thinking tasks: Experimenting with Thinking Approach in Danish as Second Language Classroom

    Maslo, Elina

    Developing communicative competence through thinking tasks - Experimenting with Thinking Approach in Danish as Second Language ClassroomSession on Innovations in the classroom, a presentation. Abstract for the conference Creativity & Thinking Skills in Learning, teaching & Management. Riga 19...... of Danish as second and foreign language in transformative learning spaces”. Two teachers have developed and tried out some thinking tasks in their classrooms, with the aim to foster the development of students´ communicative competence. The learning processes from two classrooms will be analysed...... in the presentation. Extended summaryIn the Nordplus Nordic Language Project “Problem solving tasks for learning of Danish as second and foreign language in transformative learning spaces” (2012-2014) a group of teachers of Danish as a second and foreign language have had the possibility to develop and try out some...

  1. Reading, Living, and Writing Bilingual Poetry as ScholARTistry in the Language Arts Classroom

    Cahnmann, Melisa

    2006-01-01

    Language arts educators who teach Latino English language learners know that part of their job is to help students learn to distinguish between the vernacular varieties of Spanish (or Mandarin, or Portuguese, or Swahili), English they use at home, and the school varieties of language expected in the classroom and in other professional and…

  2. Virtual Classrooms in Brazil: teachers' difficulties and anxieties towards technology in language learning

    Andréa Machado de Almeida Mattos

    2003-01-01

    Full Text Available Many researchers, nowadays, have been enthusiastic in promoting the advantages of introducing technology in the language classroom, but few have been worried with the problems and anxieties that result from changes in a long-lasting culture such as the culture of language learning. This paper aims at discussing the problems faced by teachers who have been working with technology in their language classrooms. The research design was based on theoretical and empirical studies both in the areas of Computer Assisted Language Learning and Teacher Development. The main objective of this paper is, thus, to achieve a global understanding of the teachers' anxieties in relation to the virtual environment of language learning. Data was gathered through interviews with the teachers, leading to a qualitative analysis of the findings.Atualmente, muitos pesquisadores têm promovido entusiasticamente as vantagens de se introduzir tecnologia na sala de aula de língua estrangeira (LE, mas poucos têm-se preocupado com os problemas e as ansiedades que resultam de mudanças numa cultura tão antiga quanto a da sala de aula de LE. Este trabalho visa a discutir os problemas enfrentados por professores que trabalham com tecnologia em suas salas de aula de língua. A pesquisa foi baseada em estudos teóricos e empíricos tanto na área de ensino mediado por computador quanto no campo de desenvolvimento de professores. O objetivo principal deste trabalho é, assim, obter um entendimento global das ansiedades do professor em relação ao ambiente virtual de aprendizagem de língua. Os dados foram coletados mediante entrevistas com os professores informantes, levando a uma análise qualitativa dos resultados.

  3. The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms

    Christina Nicole Giannikas

    2013-01-01

    Full Text Available This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.

  4. Researching classroom interactions: A methodology for teachers and researchers

    Barnes, Sally; Sutherland, Rosamund

    2007-01-01

    Teaching and learning in schools is a complex social process which involves both the teacher and students in distributed knowledge-building activities. Research into this process includes researchers exploring from the outside and teachers exploring from the inside (Bassey, 1995). Jaworski (2003) draws on the work of Wagner (1997) to elaborate a form of research which she calls co-learning, in which research on classroom learning is “conducted jointly by outsiders and insiders” (p 250). The w...

  5. Songs in the Foreign Language Classroom. ERIC Focus Reports on the Teaching of Foreign Languages, Number 12.

    Munoz, Olivia

    This study, one in a continuing series of concise reports each dealing with a problem in foreign language teaching and learning, discusses the teaching of songs in the foreign language classroom. Commentary on the cultural, esthetic, and academic value of singing introduces an enumerated series of general suggestions on teaching the song. Other…

  6. Assessment practices in the English language classroom of Greek Junior High School

    Stavroula Vlanti

    2012-02-01

    Full Text Available The present study aimed to compare teacher and student perceptions concerning assessment in the English language classroom of Greek Junior High Schools. It focuses on exploring teacher assessment practices and students’ view of these. The degree of agreement between teacher and student views can affect the results of instruction and learning. The central finding of the study was that English language teachers follow an approach that keeps a balance between the requirements of the Cross-Thematic Curriculum (DEPPS for performance assessment and the official specifications which define final achievement tests. Students understand the purpose of assessment and the importance of attitudes towards learning and have a clear picture of methods and tasks used for their assessment. On the basis of these research findings, a series of suggestions about teachers and teacher trainers are put forward, focusing on teacher professional development, which, in turn, will promote student involvement and responsibility for learning.

  7. Predicting Language Teachers' Classroom Management Orientations on the Basis of Their Computer Attitude and Demographic Characteristics

    Jalali, Sara; Panahzade, Vahid

    2014-01-01

    The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the…

  8. Using Focus-on-Form Instruction in the Second Language classroom

    王慧

    2013-01-01

    As applied teaching, it refers to focus-on-form instruction and focus-on-meaning instruction which have been used in the second language classroom. By analyzing what the effectiveness of focus-on-form instruction is, what the disadvantages of focus-on-meaning instruction are? Therefore, it makes the conclusion: focus-on-form instruction is better than focus-on-meaning instruction within the second language classroom.

  9. Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learner's Literacy Development

    Bambang Yudi Cahyono

    2003-01-01

    This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aida's class...

  10. Research for the Classroom: Analyzing Classroom Literacy Events--What Observing Classroom Conversations about Popular Culture Can Reveal about Reading

    Garland, Kathy

    2012-01-01

    Ms. Mayer, a recently retired English language arts teacher, frequently used strategies described in John Golden's book "Reading in the Dark: Using Film as a Tool in the English Classroom." In this book, Golden suggests that ELA teachers "reverse the order: use a film clip to practice the reading and analytical skills that we want our students to…

  11. USING AUTHENTIC LISTENING MATERIALS IN FOREIGN LANGUAGE CLASSROOMS

    1999-01-01

    This paper argues for the need for authentic listening materials in the ELT classroom in China,discussing the selection of those materials,and their adaptation for classroom use,whilst outlinig theirconstraints.

  12. "I've Got an Idea": A Social Semiotic Perspective on Agency in the Second Language Classroom

    Pinnow, Rachel J.

    2011-01-01

    This paper addresses the role of multimodal fluency in establishing agency in the second language classroom. The focus of the paper is on the semiotic resourcefulness of an English Language Learner in an English as a Second Language classroom in the United States. Framed from a social semiotic perspective, fine grained multimodal analysis of…

  13. Language, Access, and Power in the Elementary Science Classroom

    Schoerning, Emily; Hand, Brian; Shelley, Mack; Therrien, William

    2015-01-01

    The Next Generation Science Standards call for the adoption of many aspects of scientific inquiry in the classroom. The ways in which classroom talk and classroom environment change as students and teachers learn to utilize inquiry approaches are underexplored. This study examines the frequency with which linguistic markers related to access and…

  14. The Research of Java Language

    SI Bei-bei

    2015-01-01

    This paper describes the origin of the Java language, then introduce the basic ideas and principles of Java programming language, and then briefly describes the implementation process and application development Java language are involved in the main technology applications, followed by more detailed the analysis of the characteristics of the Java language and its advantage compared with other programming languages, finally introduces its application in network security management and embedded systems, and future prospects of the Java language development direction and trends. Java language with its multi-threading, cross-platform, object-oriented features to obtain a wide range of applications and has been a computer programmer and industry recognition.I believe that with the development of computer technology, Java language will make a greater contribution to computer technology.

  15. Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learner's Literacy Development

    Bambang Yudi Cahyono

    2003-01-01

    Full Text Available This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aida's classroom and highlights her literacy development with examples of her work. The results from this study show that Aida developed literacy skills considered important for her second language and learning development. The variety of English learning activities and the encouraging environment in her classroom contributed much to her literacy development.

  16. ELT Teacher Trainees' Attitudes towards Environmental Education and Their Tendency to Use It in the Language Classroom

    Gursoy, Esim; Saglam, Gulderen T.

    2011-01-01

    With the change of focus in language teaching from grammar-based approaches to more communicative approaches, contextual language learning gained importance and found body in the English Language classroom. Global issues constitute one of the most popular contexts for purposeful language learning and meaningful language use. Increasing number of…

  17. The Relationship between Language Learners' Anxiety and Learning Strategy in the CLT Classrooms

    Wu, Kun-huei

    2010-01-01

    This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered…

  18. Gesture, Meaning-Making, and Embodiment: Second Language Learning in an Elementary Classroom

    Rosborough, Alessandro

    2014-01-01

    The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault's (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed…

  19. Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning

    Garrity, Sarah; Aquino-Sterling, Cristian R.; Day, Ashley

    2015-01-01

    Numerous theories of development position infants as inherently driven to make sense of the world around them, and the acquisition of language is a fundamental developmental milestone of this period. The purpose of this study was to document the first year of implementation of a Spanish/English dual language program in an infant classroom, using a…

  20. From Surfing to Diving: A Beginner's Guide to Enhancing the Foreign Language Classroom through Templates.

    Lally, Carolyn

    1998-01-01

    Provides a background to the development of the Internet; discusses Web sites as foreign-language-learning tools; and describes the Nicenet Internet Classroom Assistant that can be used as a software template for teachers to create their own Internet pages for foreign-language instruction. (Author/LRW)

  1. "Ma Sha Allah!" Creating Community through Humor Practices in a Diverse Arabic Language Flagship Classroom

    Hillman, Sara Katherine

    2011-01-01

    Drawing on Lave and Wenger's (1991) and Wenger's (1998) "communities of practice" (CoP) framework, this study explores the shared repertoire of humor practices in the creation of community within the context of a culturally diverse and multilevel adult Arabic language classroom consisting of two native speakers, five heritage language learners…

  2. Sign Language Use and the Appreciation of Diversity in Hearing Classrooms

    Brereton, Amy

    2008-01-01

    This article is the result of a year-long study into the effects of sign language use on participation in one mainstream preschool setting. Observations and interviews were the primary data-collection tools used during this investigation. This article focuses on how the use of sign language in the classroom affected the learning community's…

  3. Managing the Foreign Language Classroom: Reflections from the Preservice Field and Beyond

    Evans, Elizabeth Julie

    2012-01-01

    Each day, foreign language teachers are faced with issues that render the control of the K-12 classroom challenging, at best, and virtually impossible at worst. Even preservice foreign language teachers, those going through a teacher education program towards K-12 licensure, understand that no content can be taught or learned if there is mayhem in…

  4. 20 Ways for Classroom Teachers to Collaborate with Speech-Language Pathologists

    Bauer, Kellie L.; Iyer, Suneeti Nathani; Boon, Richard T.; Fore, Cecil, III

    2010-01-01

    Students with disabilities are increasingly receiving services in the general education classroom, and as a result, speech-language pathologists (SLPs) are using a variety of flexible models to meet the needs of these students. Although some schools continue to provide pullout service delivery models for speech-language therapy, many are…

  5. Classroom tandem – Outlining a Model for Language Learning and Instruction

    Katri KARJALAINEN

    2013-10-01

    Full Text Available The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other’s native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the native language. We aim to give an overview description of the interaction in classroom tandem practice. The empirical data consists of longitudinal video recordings of meetings of one tandem dyad within a co-located Swedish-medium and Finnish-medium school. Focus in the analysis is on the language aspects the informants orient to and topicalize in their interaction. The language aspects vary depending on what classroom activities they are engaged in, text-based or oral activities.

  6. Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms

    Colombo, Michaela

    2011-01-01

    Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

  7. Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation

    Oommen, Abraham

    2012-01-01

    The current study, as part of an ongoing investigation to examine teacher perceptions about the teaching of English as a global language at the tertiary level education, aims at examining learner perceptions about PowerPoint presentations used in English classroom instruction for enhancement and integration of four language skills and effective…

  8. Between the Lines: When Culture, Language and Poetry Meet in the Classroom

    Melin, Charlotte

    2010-01-01

    Teaching poetry in second language (L2) classrooms raises theoretical and practical questions about how best to treat literature when target language and culture is also being negotiated. Current pedagogy derives from disparate sources, including the experientially-driven practices of individual teachers, the quantitative and qualitative research…

  9. An Invisible Disability--Language Disorders in High School Students and the Implications for Classroom Teachers.

    Patchell, Frederick; Hand, Linda

    This paper, written from an Australian perspective, examines the contribution of oral language disorders to the classroom performance of secondary students. Five brief case examples illustrate the effects of language disorders on social competence, ability to follow verbal instructions and routines, ability to cope with a bilingual background, and…

  10. Integrating Culture Learning in the Languages Classroom: A Multi-Perspective Conceptual Journey for Teachers.

    Papademetre, Leo

    This workbook and videotape kit invites teachers to explore the fundamental concepts of language and culture in universal terms and in relation to their teaching of languages and cultures in their classrooms. Comparing and contrasting cultural phenomena and their associated linguistic meanings across cultures offers teachers the opportunity to…

  11. Teachers' Implicit Theories and Use of ICTs in the Language Classroom

    Cárdenas-Claros, Mónica; Oyanedel, Marianna

    2016-01-01

    This qualitative and exploratory case study sought to examine if and how implicit theories influence the implementation of information and communication technologies (ICTs) in the language classroom in Chile. To achieve this goal, data was gathered from nine experienced university instructors in English as a Second Language. Based on…

  12. Effects of a Professional Development Program on Classroom Practices and Outcomes for Latino Dual Language Learners

    Buysse, Virginia; Castro, Dina C.; Peisner-Feinberg, Ellen

    2010-01-01

    A randomized, controlled study was conducted to assess the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina…

  13. Code-Switching in English as a Foreign Language Classroom: Teachers' Attitudes

    Ibrahim, Engku Haliza Engku; Shah, Mohamed Ismail Ahamad; Armia, Najwa Tgk.

    2013-01-01

    Code-switching has always been an intriguing phenomenon to sociolinguists. While the general attitude to it seems negative, people seem to code-switch quite frequently. Teachers of English as a foreign language too frequently claim that they do not like to code-switch in the language classroom for various reasons--many are of the opinion that only…

  14. Introducing Global Issues in a Language Classroom: Getting to Know other Cultures through the Analysis of Multimodal Texts from NGOs

    Martínez Lirola, María

    2015-01-01

    This article shows the importance of teaching with texts from Non-Governmental Organizations (NGOs) in which women from other cultures are represented in order to bring global issues in a language classroom and to deepen in the visual representation of women from other cultures so that students develop their gender perspective. Our main objectives with the research presented in this paper are to introduce students to visual grammar and to work with texts that allow students at tertiary level ...

  15. Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

    Dracopoulos, Effie

    2011-01-01

    This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that in-volved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxie-ty only yielded a positive correlation with performan...

  16. Elementary English Language Instruction: Colombian Teachers’ Classroom Practices

    Cadavid Múnera Isabel Cristina

    2004-08-01

    Full Text Available An in-progress ethnographic research project about teachers who are facing the complex task of teaching English to children in 7 public elementary schools in the metropolitan area of Medellin is presented in this article. First, the need for this research is outlined by researchers; second, the methodology of the project is described; third, up-to-date findings which include a profile of the 12 teachers who are participating in this study, and an analysis of their class methodology in terms of activities, materials, teacher and student roles are reported. Lastly, implications of this research project related to early foreign language instruction are highlighted. Key words: Public Elementary-English-Language Instruction, English-Foreign Language, Ethnography-Research-Method, Teaching-Methodology Este artículo presenta los resultados preliminares de una investigación etnográfica acerca de las estrategias metodológicas utilizadas por profesores de básica primaria que enseñan inglés como lengua extranjera en 7 escuelas públicas del área metropolitana del municipio de Medellín. En la primera parte se resalta la importancia de esta investigación en nuestro medio y en la segunda, de los 12 profesores participantes y un análisis de la metodología empleada por ellos con respecto a las actividades de clase, los materiales y el rol del estudiante y del profesor. Finalmente, se discuten algunas de las implicaciones de este proyecto de investigación en la enseñanza de lenguas extranjeras a niños. Palabras claves: Inglés-Enseñanza-Básica Primaria, Lengua Extranjera-Inglés, Estudio Etnográfico-Investigación, Enseñanza-Metodología

  17. A sociolinguistics of the utopian and the use of language in classrooms

    Hermann, Jesper

    1979-01-01

    The notion of the Utopian use of language in classrooms was developed and applied as a theoretical tool during the empirical study of language in classrooms. It is claimed that a notion like this may turn out to be particularly profitable when the purpose is to interpret and characterize the...... conclusion is ventured that it is necessary to anchor the sociolinguistic descriptions of actual language use in a sociological conception of the relevant social praxis - in our case taken from the sociology of education....

  18. COML (Classroom Orchestration Modelling Language) and Scenarios Designer: Toolsets to Facilitate Collaborative Learning in a One-to-One Technology Classroom

    Niramitranon, Jitti; Sharples, Mike; Greenhalgh, Chris

    2006-01-01

    In a one-to-one collaborative learning classroom supported by ubiquitous computing, teachers require tools that allow them to design of learning scenarios, and to manage and monitor the activities happening in the classroom. Our project proposes an architecture for a classroom management system and a scenarios designer tool, both based on a Classroom Orchestration Modelling Language (COML), to support these requirements. We are developing and testing this with the GroupScribbles software usin...

  19. The Relationship between Language Learners’ Anxiety and Learning Strategy in the CLT Classrooms

    Kun-huei Wu

    2010-01-01

    This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered instruction has been widely accepted and acknowledged as a welcome concept and feasible teaching approach in the English Foreign Language (EFL) context. T...

  20. Teaching a Second Language to “Newcomers” In a Mainstream Classroom

    Hassan, Ahmad Husam Ahmad Al, 1993-

    2016-01-01

    Today, many teachers get newcomers in their classes, but many of them might not have the experience to teach newcomers. This paper examines some methods for teaching a second language to newcomers in a mainstream classroom. The paper is based on my experience of learning a second language and supported with views of a teacher of Icelandic as a second language. The teachers’ role is important in the lives of newcomers and consequently, teachers need special training in working with them. In ma...

  1. Exploring Content Teachers' Knowledge of Language Pedagogy: A Report on a Small-Scale Research Project in a Dutch CLIL Context

    Koopman, Gerrit Jan; Skeet, Jason; de Graaff, Rick

    2014-01-01

    The relationship between language pedagogy and the content and language integrated learning (CLIL) classroom is a key issue for research into CLIL. In the Netherlands, as in other European contexts, non-native speakers of a target language with a non-language teaching background teach CLIL content lessons. Whilst CLIL teachers teaching their…

  2. New Dimensions in Second Language Acquisition Research.

    Andersen, Roger W., Ed.

    The following papers are included: (1) "Some Common Goals for Second and First Language Acquisition Research" by Kenji Hakuta; (2) "Research on the Measurement of Affective Variables: Some Remaining Questions" by John W. Oller, Jr.; (3) "The Effects of Neurological Age on Nonprimary Language Acquisition" by Thomas Scovel; (4) "Exceptions to…

  3. Research Ethics in Sign Language Communities

    Harris, Raychelle; Holmes, Heidi M.; Mertens, Donna M.

    2009-01-01

    Codes of ethics exist for most professional associations whose members do research on, for, or with sign language communities. However, these ethical codes are silent regarding the need to frame research ethics from a cultural standpoint, an issue of particular salience for sign language communities. Scholars who write from the perspective of…

  4. Classroom Labels That Young Children Can Use: Enhancing Biliteracy Development in a Dual Language Classroom

    Salinas-Gonzalez, Irasema; Arreguin-Anderson, Maria G.; Alanís, Iliana

    2015-01-01

    This article focuses on biliteracy development of English and Spanish through the practical strategy of systematically labeling the classroom within the context of daily classroom activities and providing children with various opportunities to use the words throughout the day. Using the foundational work related to classroom labels from Pinnell…

  5. Attitudes towards Teachers’ Motivation, and Classroom Strategy, in English Language classrooms

    Samira Pahlavanpoorfard; Afshin Soori

    2014-01-01

    This study aimed at investigating the attitudes of Iranian EFL students towards teachers’ motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers’ motivation and classroom strategy used by teachers have effects on the students’ motivation.

  6. A Critical Review of Motivation in Second Language Acquisition Research

    欧阳晓娟

    2009-01-01

    As one of the major factors affecting second language learners' success to their acquisition achievement, motivation has been examined in a wide variety of research papers. It is thus instructive to conduct a critical review of both theoretical and empirical developments in SLA research from over the last few decades. This approach will provide a broad, and integrated perspective onto the current understanding of the complex topic of motivation. Such an undertaking is valuable for teachers, and researchers alike, in developing useful teaching methods, and finding future avenues of SLA motivation research respectively.The following paper provides an overview of recent theoretical and empirical findings, examines some of the problems and contradictions found/11 current SLA research, and gives an initial departure point for future directions of research in the area of motivation. The paper concludes with a discussion of some of the implications for teachers, and possible classroom strategies that axe drawn from the current body of motivation research.

  7. Creating an Authentic Learning Environment in the Foreign Language Classroom

    Nikitina, Larisa

    2011-01-01

    Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…

  8. Meeting the Home Language Mandate: Practical Strategies for All Classrooms

    Nemeth, Karen

    2009-01-01

    Experts throughout the United States tell us that teachers must support the home language development of all young children. Karen Nemeth emphasizes the important role early childhood educators play in ensuring that young dual language learners retain skills in their home language while building new English language skills. She invites educators…

  9. Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom

    Palmer, Deborah K.; Martínez, Ramón Antontio; Mateus, Suzanne G.; Henderson, Kathryn

    2014-01-01

    The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data…

  10. Creating an Authentic Learning Environment in the Foreign Language Classroom

    Larisa Nikitina

    2011-01-01

    Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article descr...