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Sample records for language classroom research

  1. Second Language Classroom Research. ERIC Digest.

    Nunan, David

    The purpose of second (or foreign) language classroom research is to answer important questions about the learning and teaching of foreign languages. This kind of research collects data from genuine language classrooms or from experimental settings sometimes established to replicate what takes place in the classroom. Classroom research can focus…

  2. Second Language Acquisition Research in the Language Classroom.

    Nunan, David

    The state of second language acquisition research, particularly that which is classroom-oriented, is examined in a review of 50 empirical investigations undertaken over the last 25 years. The studies were analyzed according to the following dimensions: the environment in which the data were collected (classroom, naturalistic, simulated classroom,…

  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. Researching Second Language Classrooms. ESL & Applied Linguistics Professional Series

    McKay, Sandra Lee

    2006-01-01

    This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. McKay…

  5. Second Language Writing: Research Insights for the Classroom. Second Language Writing: Research Insights for the Classroom.

    Madeleine Youmans

    2008-04-01

    Full Text Available The study of composition at the post-secondary level is a relatively new practice which has become widespread only during the past half-century. More recent is the emergence over the past two to three decades of composition studies as an academic discipline, and even more recent is the awareness that composition research and pedagogy must expand to meet the needs of the ESL population. As growing numbers of international students flood colleges and universities in the English-speaking world, and as English becomes increasingly important as a world language, ESL composition is a burgeoning field. The study of composition at the post-secondary level is a relatively new practice which has become widespread only during the past half-century. More recent is the emergence over the past two to three decades of composition studies as an academic discipline, and even more recent is the awareness that composition research and pedagogy must expand to meet the needs of the ESL population. As growing numbers of international students flood colleges and universities in the English-speaking world, and as English becomes increasingly important as a world language, ESL composition is a burgeoning field.

  6. Teaching Behaviors in Second or Foreign Language Classrooms: A Critical Review of Descriptive Research in the Field of Language Teaching.

    Shapiro, Frances Joyce

    1976-01-01

    After reviewing the purposes of descriptive research on teaching in general, this paper discusses the value of using a system of analysis and a technical language to describe classroom interaction. The need for such descriptive research in language classrooms is then outlined in detail. A critical review of the few systems of analysis designed for

  7. Methods in Second Language Classroom-Oriented Research: A Critical Review.

    Nunan, David

    1991-01-01

    Analysis of 50 empirical classroom-oriented investigations of second-language learning concludes that there is a need for more contextualized research; extended theoretical bases of research; an extended range of research tools, techniques, and methods; reevaluation of the distinctions between process- and product-oriented research; and more…

  8. 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.

  9. 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.

  10. Picturebooks in foreign language classroom

    Martincová, Kristýna

    2008-01-01

    This thesis is concerned with the art form of picturebook and its potential in English language teaching. In its initial part it presents a theoretical overview of both the genre of picturebook and its potential role when used as a teaching aid in young learners’ foreign-language classroom. The research part is then anchored in a set of picturebook-centred teaching sequences devised and carried out by the author in several elementary ESL classrooms, and consequently analysed and evaluated as ...

  11. Analysing language classrooms through classroom interaction

    Müge Gündüz

    2014-11-01

    Full Text Available This research study focuses on teacher-student and student-student interaction, which are considered very important aspects of classroom life. There has been a growth of interest in the analysis of teacher language and interaction in language classrooms and many (e.g. Ellis, 1994; Tsui, 2001 believe that classroom interaction is one of the major variables affecting SLA in formal settings. This study aims to give some insight into classroom interaction and how this interaction shapes L2 learning and teaching in Turkey and England. Systematic classroom observation along with the field notes taken to record observations is the main research method in this study used to describe and examine interaction patterns and to measure learner production in secondary classes in Turkey and England. The participants are foreign language teachers and non-native speaking students. Over a month, more than 50 lessons were observed in the secondary schools in both Turkey and England at two levels (13-14 and 14-15 year age group. In Turkey, English classes were observed whereas in England, the observation was conducted in German and French classes. English is taught as a foreign language in Turkey; German and French are also taught as a foreign language in England. The findings of this research study are expected to provide a better understanding of instructional practices and procedures in L2 classrooms. The results of this research study, however, should be seen as suggestive rather than conclusive since they are derived from a relatively small sample.

  12. "!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

  13. Classroom Teachers and Classroom Research. JALT Applied Materials.

    Griffee, Dale T., Ed.; Nunan, David, Ed.

    This collection of papers leads classroom language teachers through the process of developing and completing a classroom research project. Arranged in four sections, they include: "Language Teaching and Research" (David Nunan); "Where Are We Now? Trends, Teachers, and Classroom Research" (Dale T. Griffee); "First Things First: Writing the Research…

  14. 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…

  15. A Probe into Classroom Teaching and Second Language Acquisition

    Zhengdan Li

    2009-01-01

    Due to the popularization of foreign language study, more and more people from education filed 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 acquisition.

  16. 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

  17. Language Use in the Foreign Language Classroom

    Thompson, Gregory L.; Harrison, Katie

    2014-01-01

    Students' first and target language are often used by both teachers and students during instruction in the foreign language classroom (Levine, 2011). In this study, the frequency of and reasons for students' and teachers' use of English or Spanish were analyzed using video recordings of 40 class sessions taught by eight randomly…

  18. 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…

  19. 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…

  20. Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28.

    Sadtono, Eugenius, Ed.

    A selection of papers on second language learning includes: "Second Language Acquisition Research in the Language Classroom" (David Nunan); "A Place for Second Language Acquisition in Teacher Development and in Teacher Education Programmes" (Rod Bolitho); "Dimensions in the Acquisition of Oral Language" (Martin Bygate, Don Porter); "The Learner's…

  1. 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…

  2. 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

  3. 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…

  4. 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.

  5. ?"Zapatero a tus zapatos"? Action Research in the Spanish Language Classroom.

    Lacorte, Manel; Krastel, Teresa Cabal

    2002-01-01

    Suggests that Spanish teachers consider a new role as researchers of their own professional environment through a number of successful research techniques and strategies. The process of teacher-initiated research begins with the description of realistic teaching and learning situations in which a teacher could conduct research in the Spanish

  6. 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,…

  7. Researching classroom questioning

    Lores González, Adriana

    2010-01-01

    The complexities of the modern society and interconnected world in which we live requires students who are able to problem solve and think critically. The research on which is article is based aims to explore how classroom questioning can help students guide their learning and model the spirit of inquiry to become lifelong learners. The research took place in an International Bilingual School of Madrid during sixth grade English lessons. It shows how developing effective questioning skills re...

  8. Children's Learning Strategies in Language Immersion Classrooms.

    Chamot, Ana Uhl; El-Dinary, Pamela Beard

    1999-01-01

    Reports on an investigation of learning-strategy applications in elementary French, Japanese, and Spanish immersion classrooms. Focus is on identifying strategies that more and less effective learners use for classroom reading and writing tasks in the target language. Think-aloud data from 3rd-grade and 4th-grade students were quantified and

  9. Causes of reticence: Engendering willingness to speak in language classrooms

    Mohammad Javad Riasati

    2013-10-01

    Full Text Available A common problem faced by many language teachers, both in EFL and ESL settings, is the students’ unwillingness to speak and participate in classroom activities. The present study delves into this issue by reviewing studies concerning this issue to figure out how different researchers have attempted to identify the causes of students’ reticence and lack of participation. The study aims to come up with some practical techniques and strategies teachers can employ in order to discover causes of reticence among language learners and thus make them more willing to speak in language classrooms.

  10. 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…

  11. 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…

  12. Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project

    Buck, Gayle; Mast, Colette; Ehlers, Nancy; Franklin, Elizabeth

    2005-11-01

    A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle-level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non-ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children.

  13. 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…

  14. An Approach to Developing Language Awareness in the Irish Language Classroom: A Case Study

    O Laoire, Muiris

    2007-01-01

    This case study deals with language awareness (LA) oriented instruction in the Irish language classroom, based on qualitative-type research conducted in a class of 21 English-medium secondary students studying Irish as a subject. Having outlined the general background to the teaching of Irish in secondary schools, the first section of the paper

  15. 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)

  16. Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance

    Potowski, Kim

    2004-01-01

    In dual immersion classrooms, students from different language backgrounds are immersed in the minority language for large portions of the school day with the expectation that they will become equally proficient in their first language (L1) and in their second language (L2). Research on dual immersion indicates that students reach above-average…

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

    Salmona Madrian, 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

  18. 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

  19. 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…

  20. The Interactional Architecture of the Language Classroom

    Paul Seedhouse

    2009-01-01

    This article provides a summary of some of the key ideas of Seedhouse (2004). The study applies Conversation Analysis (CA) methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question How is L2 classroom interaction organised? The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this rela...

  1. 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;

  2. 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;…

  3. 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…

  4. 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

  5. Sociolinguistics Inputs and English as Second Language Classrooms

    Ofodu Graceful Onovughe

    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 were deliberately selected from six secondary schools randomly sampled. A fourteen-item questionnaire designated to elicit the required information...

  6. 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…

  7. Naturalistic acquisition in an early language classroom

    AnneDahl

    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...

  8. The Missing Language of the Classroom.

    Sockett, Hugh; LePage, Pamela

    2002-01-01

    Explores teachers' use of moral language when describing and interpreting K-12 classroom and graduate school experiences, analyzing products developed by practicing teachers from a nontraditional Master's program (exit portfolios, reflective essays, and admission essays). Results suggest that teacher education must encourage teachers to envision

  9. Folk Literature in the Foreign Language Classroom.

    Bagg, Mary Beth

    The usefulness of various forms of folk literature as grammatical, literary, historical, and cultural sources in foreign language teaching is discussed and guidelines are suggested for classroom implementation. Although the focus is on folk or fairy tales, folk literature is defined to encompass myths, local legends, saints' legends, children's…

  10. Body Language in the Classroom

    Miller, Patrick W.

    2005-01-01

    Ralph Waldo Emerson and Mae West would seem to have little in common, but there is one thing they both understood--the importance of body language. Educators, psychologists, anthropologists and sociologists define body language or nonverbal communication as communication without words. It includes overt behaviors such as facial expressions, eye…

  11. 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

  12. 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...

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

    Abraham Oommen

    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 use of PowerPoint presentation as a teaching technique in smart classroom settings. A classroom action research and a questionnaire survey were conduc...

  14. Practical Classroom Applications of Language Experience: Looking Back, Looking Forward.

    Nelson, Olga G., Ed.; Linek, Wayne M., Ed.

    The 38 essays in this book look back at language experience as an educational approach, provide practical classroom applications, and reconceptualize language experience as an overarching education process. Classroom teachers and reading specialists describe strategies in use in a variety of classroom settings and describe ways to integrate…

  15. 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.

  16. Multimodality and Children's Participation in Classrooms: Instances of Research

    Newfield, Denise

    2011-01-01

    This paper describes how language and literacy classrooms became more participatory, agentive spaces through addressing a central issue in teaching and learning: the forms of representation through which children make their meanings. It reconsiders pedagogic research in under-resourced Gauteng classrooms during the period 1994-2005, during the

  17. Using Native Language in ESL Classroom

    SPAHIU, Isa

    2013-01-01

    The debate over whether to use or not to use to learners’ L1 inside the classroom has always been the topic of discussion for various people for various reasons. The debate has also involved ESL/EFL teachers. Some argue that such use may lead to more dependence of an ESL/EFL on his/her L1 that may hinder the progress of mastering the target language. Whereas others believe that the use of an ESL/EFL learners’ L1 may ease the process of teaching and learning the target language as the teachers...

  18. 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 group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

  19. "Tu Necesitas Preguntar en Espanol": Negotiating Good Language Learner Identity in a Spanish Classroom

    Pomerantz, Anne

    2008-01-01

    This article builds on Norton and Toohey's (2001) critique of good language learner (GLL) research to illustrate how college students in an advanced Spanish conversation course drew on particular ideologies of language and foreign language learning to construct and negotiate their classroom identities. I argue that these ideologies were implicated…

  20. 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

  1. 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 

  2. Language Teaching and Research.

    Nunan, David

    A discussion of the relationship between language teaching and research begins by defining research as a systematic process of inquiry in which the researcher poses a question or questions, collects relevant data, analyzes and interprets it, and makes the results accessible to others. It looks at the simplistic but persistent distinction between…

  3. TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM

    MARKU MONIS AND . M. V. RODRIQUES

    2012-11-01

    Full Text Available Writing, like all other aspects of language, is communicative. In our real life we write e-mails, notes, covering letters, reports, curriculums, assignments, essays and so on. Some of us write articles or work on forums and websites. A few write stories and poems. All of these writing tasks have a communicative purpose and a target audience. In the English language classroom, however, writing often lacks this. There are many reasons, as there are lots of ways to make the writing, we do with learners more communicative. There are many areas in which language learners can benefit from creative writing. Students express themselves and their own ideas. Most teachers would agree that what we want to say, what comes from the heart, we are happier to work on. Creative Writing (CW can be very stimulating and a lot of fun. Creative writing involves playful but rigorous work with language. A lot of people seem to associate creative writing with an "anything goes" mentality. However, in order to produce a good text, poem, short story or dramatic scene, the language needs to be correct and it needs to work. Creative Writing requires greater precision in expression. In order to say precisely what they mean, students have to be very careful in their use of vocabulary and idioms. In this article, an effort is made to discuss the characteristics and difficulties of CW and similarly, a few ideas for CW writing, benefits of CW and solutions to simplify and make it interesting is presented.

  4. 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.)

  5. 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…

  6. 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.

  7. Teaching Sensitivity to Cultural Difference in the First-Year Foreign Language Classroom

    Durocher, Dennis O., Jr.

    2007-01-01

    This article summarizes teacher action research for the teaching of subjective culture in the foreign language classroom. It begins with a literature review, followed by a description of Milton J. Bennett's Developmental Model of Intercultural Sensitivity (Bennett, 1993), the theoretical paradigm upon which classroom activities and experiments

  8. Bodies and Language: Process Drama and Intercultural Language Learning in a Beginner Language Classroom

    Rothwell, Julia

    2011-01-01

    In this article the author draws on classroom video recordings and student commentary to explore ways in which the kinaesthetic elements of a process drama provided the context and the space for beginner additional language learners to engage with intercultural language learning. In the light of student comments in interviews and questionnaires,

  9. Bodies and Language: Process Drama and Intercultural Language Learning in a Beginner Language Classroom

    Rothwell, Julia

    2011-01-01

    In this article the author draws on classroom video recordings and student commentary to explore ways in which the kinaesthetic elements of a process drama provided the context and the space for beginner additional language learners to engage with intercultural language learning. In the light of student comments in interviews and questionnaires,…

  10. 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

  11. Related Services Research for Students with Low-Incidence Disabilities: Implications for Speech-Language Pathologists in Inclusive Classrooms.

    Giangreco, Michael F.

    2000-01-01

    This article summarizes a team process for making related services decisions called VISTA (Vermont Interdependent Services Team Approach) and nine research studies on the use and impact of VISTA with students with low incidence disabilities. It also addresses team size, consumer perspectives, and paraprofessional supports. Five major conclusions

  12. 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…

  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. Recent Research on Language Maintenance.

    Garcia, MaryEllen

    2003-01-01

    Describes recent research on language maintenance to provide broad, worldwide coverage of different language contact situations. Surveys various countries in which research within ethnic and minority language communities illuminates language maintenance or shift, or revitalization, for that group. (Author/VWL)

  15. 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…

  16. 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…

  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. 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…

  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. Classroom Management Skills of The Language Teachers

    Arif Sarıçoban

    2005-04-01

    Full Text Available Teachers or educators, most of the time, concentrate on the theoretical aspects oflanguage teaching and study them as much as possible. However, in practice, we start thinkingthat we will have to keep a number of people together in the same place. These are often thepeople who come from many different backgrounds and whose expectations differ. In thiscase, it becomes more and more difficult to appeal to every individual in class. Therefore, asteachers we should initially be trained on how to manage our classrooms and how to providethe necessary environment to put into practice the things we have learned to teach a language.Obviously, we need management skills as well as the language teaching skill. Actually, it isnot as difficult as many people think. As teachers if we fulfill our duties properly, a wellmanagedclass will ensue. In this study, therefore, the definition of class management isregarded roughly “to keep people from different environments directed to one single goal”.When this is accomplished, we are unlikely to live discipline problems.

  1. Classroom Discourse Of Malay Language Lesson: A Critical Analysis

    Idris Aman

    2006-01-01

    Full Text Available Research on the teaching and learning process of the Malay language in the classroom usually focuses on the method, content, strategy and teaching aids. Moving away from this norm, this research article examines the process from the discourse analysis perspective called pedagogic discourse analysis, with an adaptation of Fairclough’s Critical Discourse Analysis Framework (1992; 1995. The discussion is based on several hours of teaching-learning case study conducted in a secondary school classroom, which emphasizes integrated curriculum in an attempt to understand the unseen social processes, i.e. teacher dominance in discourse. The research findings indicate that teacher dominance is concealed in turn-taking system, types of questions posed by the teacher, discourse control and the overall structure of the discourse, which have their implications on the implementation of the National Education Philosophy. Contrary to the emphasis on student centredness and thinking skills as laid out by the Integrated Curriculum for Secondary School, it is found that the nature of the learning process in the classroom hardly focused on students’ thinking skills. This article argues that students should be given the opportunity to exercise their critical and creative potentials.

  2. 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.

  3. 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.…

  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. French-Language Satellite TV in the Classroom.

    Rose, Russell G.

    1995-01-01

    This article describes the elements of satellite technology, provides information on French and other foreign-language programming, and offers suggestions for using satellite television in the classroom. (Author/JL)

  8. 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…

  9. 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...

  10. 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...

  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. Harmonious Learning: Yoga in the English Language Classroom

    Morgan, Lisa

    2011-01-01

    This article looks at one way for teachers to make classrooms emotionally, mentally, and physically healthy places to learn--places where tensions and stresses are lessened and where teachers and students are concentrating, yet relaxed. "Harmonious language learning classroom" is the term the author coined to describe this kind of language…

  13. Students’ Stories of Teachers’ Moral Influence in Second Language Classrooms: Exploring the Curricular Substructure

    Ewald, Jennifer

    2003-01-01

    Investigations concerning the morality of teaching, a recent theme in several strands of pedagogical research, have been carried out in classrooms ranging from elementary to university level contexts. In the present qualitative study, undergraduate second language students perceived teachers’ moral agency through teachers’ use of religion as a pedagogical tool, teachers’ (re)actions in the classroom, and teachers’ judgments of students. As key participants in the research process, students id...

  14. Listening to ESL students’ real voice: A case study of multicultural English Language Arts (ELA) classroom

    Tecnam Yoon

    2012-01-01

    In this case study, the researcher investigates the language used by the classroom teacher, texts, and students within literacy events, and to explore how the interaction in literacy events contributes to shaping racial identities for culturally and linguistically diverse students using critical race theory, cultural identity theory, and racial literacy theory. The researcher also explores the cultural models that are represented in the texts used in the class, the context of the classroom it...

  15. Using the target language in the foreign language classroom English as a foreign language (EFL) at Dutch secondary schools

    Brands, F.A.

    2011-01-01

    This master's thesis deals with the use of the target language in the foreign language classroom, specifically EFL classes at Dutch secondary schools. The use of the target language in class, as supported by SLA theories and SLA pedagogy, appears to be highly dependant of the particular classroom context. From this thesis, it became clear that the amount of target language use in class differs per educational level (VWO, HAVO and VMBO) as well as lesson element (e.g. grammar instruction, spea...

  16. 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

  17. 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,…

  18. 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

  19. 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…

  20. 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 others 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.

  1. Exploring Bilingual Pedagogies in Dual Language Preschool Classrooms

    Gort, Mileidis; Pontier, Ryan W.

    2013-01-01

    In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers' flexible and…

  2. Movies in the Language Classroom: Dealing with Problematic Content.

    Gareis, Elisabeth

    1997-01-01

    Discusses the use of film in the classroom as a tool for second-language instruction. Argues that controversial subject matter, such as sex, violence, and profane language, can enhance students' learning experience and deepen their critical thinking skills if treated sensitively and in a pedagogically sound manner. (12 references) (Author/CK)

  3. 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.…

  4. 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)

  5. 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…

  6. Promoting Speaking Accuracy and Fluency in Foreign Language Classroom: A Closer Look at English Speaking Classrooms*

    D?NER, Ali; YE??LYURT, Sava?; Gksu, Ali

    2012-01-01

    This study aims to analyze the literature about teaching and learning English speaking in depth and draw main guidelines about how to increase speaking accuracy and fluency in language classrooms for both English language learners and teachers. The first section of the paper is about the general features of speaking skills. The second section mentions the relevant studies related to speaking classrooms. The third section contains teaching speaking approaches by focusing on generally accuracy ...

  7. FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS

    Arzu Eko

    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...

  8. 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...

  9. 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

  10. Students' Language Learning Strategy Use and Achievement in the Korean as a Foreign Language Classroom

    Murray, Bokyung

    2010-01-01

    This study examined the relationship between student strategy use and the development of proficiency in a Korean as a Foreign Language classroom. A total of 66 English native speakers learning Korean as a Foreign Language were administered the Strategy Inventory for Language Learning (SILL), Version 5.1. Findings indicated a low positive

  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. 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

  13. Educating educators about second language idiomaticity through action research

    John I. Liontas

    2013-01-01

    Idiomaticity is central to linguistic theory. Despite the pervasiveness of idioms in language, pedagogical articles in professional journals have yet to pay attention to the benefits of idiom instruction in the second language (SL) classroom. Addressing this concern, this article reports the results of an exploratory qualitative research study conducted with sixteen SL university instructors and two Language Program Directors (LPDs) at two large universities in the Southwest (Unit...

  14. 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 ...

  15. Classroom noise and children learning in a second language

    Nelson, Peggy; Kohnert, Kathryn; Sabur, Sabina; Shaw, Daniel

    2005-04-01

    The presence of background noise affects children more negatively than adults. Understanding speech in noise is a skill that continues to develop well into a child's adolescent years. Childrens' experience with a specific language also may affect their ability to make sense of incoming speech. Research suggests that even for adults the presence of background noise negatively affects the ability to listen in a second language. Two studies were conducted to investigate the effects of classroom noise on attention and speech perception in native Spanish-speaking second graders learning English as their second language (L2), as compared to English-only speaking peers (EO). In Study 1 we measured childrens' on-task behavior during instructional activities with and without soundfield amplification. In Study 2 we measured the effects of noise (+10 dB signal-to-noise ratio) using an experimental English word-recognition task. Findings indicate although there were no effects of amplification on on-task behavior, word-recognition performance declined significantly for both EO and L2 groups in the noise condition. In particular, the impact of the noise was disproportionately greater for the L2 group. Children learning in their L2 appear to be at a distinct disadvantage when listening in rooms with typical noise and reverberation.

  16. 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...

  17. 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...

  18. Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

    Michael Whitacre

    2013-01-01

    Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

  19. DEVELOPING PLURILINGUAL IDENTITY IN THIRD LANGUAGE CLASSROOM

    HACKETT-JONES A.V.

    2015-12-01

    Full Text Available The article analyzes the notions of plurilingualism and plurilingual identity through the prism of the concepts of multilingualism and multilingual identity and the perspective of the theories of bilingualism. The article suggests that plurilingual identity can be viewed as an objective in third language (second foreign language teaching and contemplates specific characteristic imposed on a third language learner by the process of third language acquisition and the necessity of managing a certain imbalance between the degrees of language command and culture experience in different target languages.

  20. Perceptions of Non-Native EFL Teachers' on L1 Use in L2 Classrooms: Implications for Language Program Development

    Debreli, Emre

    2016-01-01

    The study of L1 (first language) use in L2 (second language) classrooms has long received attention in the literature. Despite the considerable amount of research that has been conducted on the phenomenon, the focus has often been on the advantages and disadvantages. Considerably, less research has been conducted regarding the non-native L2…

  1. Graphic Novels in Advanced English/Language Arts Classrooms: A Phenomenological Case Study

    Gillenwater, Cary

    2012-01-01

    This dissertation is a phenomenological case study of two 12th grade English/language arts (ELA) classrooms where teachers used graphic novels with their advanced students. The primary purpose of this case study was to gain insight into the phenomenon of using graphic novels with these students--a research area that is currently limited.

  2. "Why in This Bilingual Classroom Hablamos Ms Espaol?" 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.

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

    Lori Friesen

    2009-12-01

    Full Text Available 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.

  4. 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

  5. Appropriation of a Representational Tool in a Second-Language Classroom

    Wen, Yun; Looi, Chee-Kit; Chen, Wenli

    2015-01-01

    While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language

  6. 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.

  7. 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…

  8. 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.

  9. The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

    Anderson, Alida; Berry, Katherine

    2015-01-01

    Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher

  10. The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

    Anderson, Alida; Berry, Katherine

    2015-01-01

    Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…

  11. Towards criterion validity in classroom language analysis: methodological constraints of metadiscourse and inter-rater agreement

    Douglas Altamiro Consolo

    2001-02-01

    Full Text Available

    This paper reports on a process to validate a revised version of a system for coding classroom discourse in foreign language lessons, a context in which the dual role of language (as content and means of communication and the speakers' specific pedagogical aims lead to a certain degree of ambiguity in language analysis. The language used by teachers and students has been extensively studied, and a framework of concepts concerning classroom discourse well-established. Models for coding classroom language need, however, to be revised when they are applied to specific research contexts. The application and revision of an initial framework can lead to the development of earlier models, and to the re-definition of previously established categories of analysis that have to be validated. The procedures followed to validate a coding system are related here as guidelines for conducting research under similar circumstances. The advantages of using instruments that incorporate two types of data, that is, quantitative measures and qualitative information from raters' metadiscourse, are discussed, and it is suggested that such procedure can contribute to the process of validation itself, towards attaining reliability of research results, as well as indicate some constraints of the adopted research methodology.

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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.

  17. "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…

  18. 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

  19. Laptop Technology and Pedagogy in the English Language Arts Classroom

    McGrail, Ewa

    2007-01-01

    The English Language Arts teachers in this qualitative study reported somewhat negative outcomes in social and material spaces in the context of laptop technology in their classrooms. These outcomes included: (a) social isolation, (b) limited communication with a teacher or peers, and (c) off-task behavior. In an attempt to uncover the reasons for…

  20. 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…

  1. Spoken Grammar and Its Role in the English Language Classroom

    Hilliard, Amanda

    2014-01-01

    This article addresses key issues and considerations for teachers wanting to incorporate spoken grammar activities into their own teaching and also focuses on six common features of spoken grammar, with practical activities and suggestions for teaching them in the language classroom. The hope is that this discussion of spoken grammar and its place…

  2. 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

  3. Learning about and through Humor in the Second Language Classroom

    Bell, Nancy D.

    2009-01-01

    Humorous communication is extremely complex in both its forms and functions (e.g. Norrick, 1993; 2003). Much of the previous work that has put forth suggestions for incorporating humor into the language classroom (e.g. Trachtenberg, 1979; Deneire, 1995; Schmitz, 2002) has not examined these complexities in the detail necessary for the target…

  4. Twenty Ideas for Using Mobile Phones in the Language Classroom

    Reinders, Hayo

    2010-01-01

    These days it seems mobile phones are used everywhere by everyone, which leads to the obvious question: How can mobile phone technology support learning in the second language classroom? The answer is "in a number of ways" because mobile phones come with ever-increasing functions that most students are adept at using. In this article the author…

  5. 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…

  6. A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate

    Cao, Yiqian

    2014-01-01

    This article reports on a multiple case study that investigated the dynamic and situated nature of learners' willingness to communicate (WTC) in second language (L2) classrooms. Framed within a sociocognitive perspective on L2 learning which draws together social, environmental, and individual factors, this study traced WTC among six learners

  7. 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 llegar a la siguiente conclusión: los alumnos avanzados son capaces de percibir este tipo de corrección implícita ya que sus habilidades cognitivas están más desarrolladas. Dos grupos de la Universidad RSH son estudiados. Cinco estudiantes pertenecientes a un nivel intermedio y cinco a nivel avanzado han sido categorizados de acuerdo al número de cursos tomados durante los semestres en la universidad. Mi planteamiento se relaciona a que la corrección implícita (recasts serán sólo efectiva con estudiantes cognitivamente más avanzados ya que son capaces de hacer inferencias con mayor rapidez, auto-corregirse y así reformular las oraciones mal formuladas y estructuradas.

  8. Language and Identity : attitudes towards code-switching in the immigrant language classroom

    Blomquist, Linda

    2009-01-01

    Although many studies have been conducted on second language acquisition and bilingual education, little is known about the role of language in the formation of identity by adolescent immigrants in the language classroom. More specifically, this study aims to investigate the use of code-switching by immigrant and refugee students learning Swedish and English in a high school preparatory program. Furthermore, this study investigates the relationship between students and teachers attitudes to...

  9. 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 the French government and the realities of spoken French in society.

  10. 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

  11. 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 ...

  12. 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

  13. 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,…

  14. 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,

  15. 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…

  16. Research in the FCS Secondary Classroom

    McCord, Olivia Love; Brown, Lora Beth

    2009-01-01

    Much of what is taught in the family and consumer sciences (FCS) classroom is based on scientific research. The existing knowledge base is so broad that overlooking research as a teaching resource and tool happens often. Research enhances what is taught, thereby improving the effectiveness of teachers. Whether it be applying or translating

  17. Metacognition training in the Chinese university classroom: An action research study

    J. Huang

    2005-01-01

    In the author's previous teaching English as a foreign language (TEFL) experience, he had found that Chinese university students were overdependent on teachers in EFL learning. Drawing on research on language learning strategies, he used metacognition training (MT) as a form of classroom intervention to promote learner autonomy. This article reports on an action research study of MT integrated in two TEFL courses (EFL Reading and Language Teaching Methodology) at a Chinese teachers' universit...

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

    Gmez, 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

  19. 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

  20. 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…

  1. 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…

  2. Metacognition Training in the Chinese University Classroom: An Action Research Study

    Jing, Huang

    2005-01-01

    In the author's previous teaching English as a foreign language (TEFL) experience, he had found that Chinese university students were overdependent on teachers in EFL learning. Drawing on research on language learning strategies, he used metacognition training (MT) as a form of classroom intervention to promote learner autonomy. This article…

  3. 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.…

  4. 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.

  5. 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…

  6. 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

  7. 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...

  8. 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...

  9. 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.

  10. 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.

  11. Diversity in the English Language Classroom

    Vuurst, R.A. van de

    2016-01-01

    This study examines the relationship between different approaches to the English education Dutch students receive at primary school and their English language proficiency as tested in the first year of secondary education. The study was carried out amongst 224 first year students at Guido de Brès, a secondary school in Amersfoort. The study aspires to contribute to the discussion whether differences in intensity of the English classes as received during primary education relate to significant...

  12. From Linguistic Analysis to Cultural Awareness: A Translation Framework for the Spanish Language Classroom.

    Gantt, Barbara N.; Rivera-Mills, Susana V.

    1999-01-01

    Proposes a translation framework to be used in the Spanish foreign-language classroom as a supplementary teaching technique. The use of translation techniques in the classroom can bridge the gap between language and culture by helping students develop metalinguistic skills that bring them to a higher level of awareness about the target language

  13. 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…

  14. (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.…

  15. 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)

  16. Classroom Tandem--Outlining a Model for Language Learning and Instruction

    Karjalainen, Katri; Prn, Michaela; Rusk, Fredrik; Bjrkskog, Linda

    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

  17. 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

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

    Karjalainen, Katri; Michaela PÖRN; 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...

  19. 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 &…

  20. 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...... during the storytelling activity: repeat requests and questions. Whereas repeat requests are used in ci-therapy, questions have been shown to be instrumentalized for educational purposes in the setting of a school. I will reveal the educational/rehabilitational issues that are linked to these practices....

  1. Classroom Management Skills of The Language Teachers

    Arif Sarıçoban

    2005-01-01

    Teachers or educators, most of the time, concentrate on the theoretical aspects of language teaching and study them as much as possible. However, in practice, we start thinking that we will have to keep a number of people together in the same place. These are often the people who come from many different backgrounds and whose expectations differ. In this case, it becomes more and more difficult to appeal to every individual in class. Therefore, as teachers we should initially be trained on ho...

  2. The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

    Anderson, Alida; Loughlin, Sandra M.

    2014-01-01

    Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N =

  3. The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

    Anderson, Alida; Loughlin, Sandra M.

    2014-01-01

    Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N =…

  4. Language Form, Task-Based Language Teaching, and the Classroom Context

    Batstone, Rob

    2012-01-01

    In this article, I examine some of the ideas about task-based language teaching (TBLT) which have emerged over the 17 years of the current editorship of ELTJ, focusing in particular on grammar and vocabulary, and enquiring to what degree these ideas take adequate account of classroom context. Over this period, TBLT scholars have built up a

  5. · Attitude towards Computers and Classroom Management of Language School Teachers

    Sara Jalali; Vahid Panahzade; Ali Firouzmand

    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 learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instruc...

  6. 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

  7. Strategic Codeswitching, Interliteracy, and Other Phenomena of Emergent Bilingual Writing: Lessons from First Grade Dual Language Classrooms

    Gort, Mileidis

    2006-01-01

    This qualitative study investigated the writing processes of eight emergent bilingual children as they composed stories in two languages in a Writing Workshop (WW) context. The research was situated in two grade 1 classrooms in a Spanish/English Two-Way Bilingual Education program in the north-eastern USA. For six months, researchers observed…

  8. Classroom Authority: Theory, Research, and Practice

    Pace, Judith L., Ed.; Hemmings, Annette B., Ed.

    2006-01-01

    This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority plays in K-16 teachers' pedagogy and students' academic engagement and achievement. The introductory…

  9. 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…

  10. 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.

  11. 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...

  12. A Teacher's First Language Use in Form-Focused Episodes in Spanish as a Foreign Language Classroom

    Nakatsukasa, Kimi; Loewen, Shawn

    2015-01-01

    This study investigates a teacher's L1 use during focus-on-form episodes (FFEs). FFEs assist L2 learning by bringing learners' attention to language. We studied the language used in FFEs in a Spanish as a foreign language (SFL) classroom to better understand the pedagogical purposes of L1 use in the classroom. We video-recorded 12 hours…

  13. Pre-Service Science Teachers' Understandings of Classroom Research and the Problems in Conducting Classroom Research Projects

    Jantarakantee, Ekgapoom; Roadrangka, Vantipa; Clarke, Anthony

    2012-01-01

    This research paper explores pre-service science teachers' understandings of classroom research, problems in conducting classroom research and the supports that pre-service science teachers need from their cooperating teachers to help them conduct a classroom research project during the internship period. The participants in this study are 19…

  14. 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...

  15. Investigating Pragmatic Language Learning in Foreign Language Classrooms

    Soler, Eva Alcon

    2008-01-01

    A lot of research addressing learners' development of pragmatics has recently been conducted (Kasper and Schmidt 1996; Bardovi-Harlig, 2002; Kasper and Rose 2002). From this same approach, a review of theoretical perspectives on pragmatic learning and how they have been operationalised in interlanguage pragmatic research is presented. Second, by…

  16. Directing Attention to Pronunciation in the Second Language Classroom

    Counselman, David

    2015-01-01

    Motivated by predictions of the theory of Input Processing, this study adds to previous research on second language (L2) Spanish pronunciation learning by investigating the impact of two distinct types of pronunciation assignments on first language (L1) English L2 Spanish students' improvement in pronunciation of the vowels /e, o/. Two sections of…

  17. Linguaculture in the Language Classroom: A Sociocultural Approach

    Mackerras, Stephen

    2007-01-01

    This article seeks to explore how a sociocultural approach to learning can change pedagogy in the teaching of second language literacy. As a first step, the changing notions of first language literacy are acknowledged. Vygotsky's notion of everyday and schooled concepts is then used to understand research data gathered in a Year 9 Japanese…

  18. Directing Attention to Pronunciation in the Second Language Classroom

    Counselman, David

    2015-01-01

    Motivated by predictions of the theory of Input Processing, this study adds to previous research on second language (L2) Spanish pronunciation learning by investigating the impact of two distinct types of pronunciation assignments on first language (L1) English L2 Spanish students' improvement in pronunciation of the vowels /e, o/. Two sections of

  19. Teaching english through spanish: a secondary school EFL teachers`s language choices in the foreign language classroom

    Morata, Marisa; Coyle, Yvette

    2012-01-01

    The present study examines the language used by a Spanish secondary school teacher of English. Taking as a basic premise that exposure to the foreign language is conducive to language learning, transcripts of classroom discourse were analysed to identify the pedagogical functions present in the teacher???s speech and the language used to express them. The results show an overwhelming reliance by the teacher on the students??? first language for all of the most frequently occurring functions. ...

  20. Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

    Bohn, Mariko T.

    2004-01-01

    This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

  1. 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…

  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. 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.

  5. 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.

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

    Eva Alcn

    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.

  7. "Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL Classroom.

    Olivo, Warren

    2003-01-01

    Addresses the relationship between educational theory and classroom practice using data from an ethnographic study of English as a Second Language (ESL) learning at a Canadian school. Outlines the conflict between two language ideologies shaping and being shaped by ESL teachers', assistants' and students' classroom practices. Discusses…

  8. Bridging the Gap: Discourse in Text-Based Foreign Language Classrooms.

    Mantero, Miguel

    2002-01-01

    Investigated text-centered talk in an introduction to Hispanic literature university level classroom. Framed within sociocultural theory, the study aimed to establish the nature of classroom talk in the college level foreign language bridge course. Aimed to clarify the relationship between cognitive processes and language acquisition in a foreign

  9. Revamping the Classroom Research Project

    Werner-Burke, Nanci

    2014-01-01

    Too often, students don't feel engaged in their research projects. The problem begins as early as the topic-creation stage, when students may choose from a list of teacher-selected topics that don't interest them or struggle to select a single fruitful topic on their own. Nanci Werner-Burke describes how two students in an English…

  10. Revamping the Classroom Research Project

    Werner-Burke, Nanci

    2014-01-01

    Too often, students don't feel engaged in their research projects. The problem begins as early as the topic-creation stage, when students may choose from a list of teacher-selected topics that don't interest them or struggle to select a single fruitful topic on their own. Nanci Werner-Burke describes how two students in an English

  11. 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…

  12. "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.…

  13. 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.

  14. Perceived-Target-Language-Use Survey in the English Classrooms in China: Investigation of Classroom-Related and Institutional Factors

    Yan, Edith M. Y.; Fung, Irene Y. Y.; Liu, Lili; Huang, Xiaoyan

    2016-01-01

    This quantitative study investigated the extent and contexts of target language (TL) use in English language classrooms. Participants were 2,906 students from seven secondary schools and four universities in the more developed cities in southern China. They were put into five groups according to their educational stage and whether their content…

  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. Probing EFL Students Language Skill Development in Tertiary Classrooms

    Hong Wang

    2008-01-01

    Research in second or foreign language learning indicates that for adult learners, the improvement of one language skill facilitates the development of other skills. The purpose of this study was to investigate the correlations among Chinese EFL students reading, writing, and listening development by examining their test scores on the College English Test Band 4. The findings showed that the resultant correlation coefficients between reading and writing and between reading and listening were...

  17. 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......-20 September 2014 Elina Maslo, Aarhus University, Department of Education, elma@edu.au.dk Summary: The goal of this presentation is to present some of the experiences with thinking tasks in the Danish language classroom, conducted in the Nordplus Nordic Language Project “Problem solving tasks for learning 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...

  18. Classroom Management: What Does Research Tell Us?

    Postholm, May Britt

    2013-01-01

    The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

  19. Research Ideas for the Classroom: High School Mathematics.

    Wilson, Patricia S., Ed.

    Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the high…

  20. Whose Language Is It? Struggles for Language Ownership in an Irish Language Classroom

    O'Rourke, Bernadette

    2011-01-01

    The purpose of this article is to examine how struggles over language ownership are played out in a minority language setting, focusing on the case of Irish in the Republic of Ireland. The article examines the more or less serious struggles that emerge between so-called native, or L1, and nonnative, or L2, speakers of Irish in a language learning

  1. Teacher Perceptions of English Language Learners in Rural Mainstream Classrooms

    Luttrell, Suzanna

    2011-01-01

    Researchers have identified best instructional strategies for diverse learners; however, some rural school districts lack funding and resources to train mainstream teachers in language learning and cultural responsiveness. Given the rapid increase of limited English proficient (LEP) students in rural areas, the purpose of this inquiry was to…

  2. 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…

  3. The Role of the Language Laboratory in Improving Teachers' Classroom English

    Liedtke, Manfred; Hartford, Richard

    1977-01-01

    A course given to help German teachers of English master English phrases used frequently in the classroom is described. It was found that initial contextualization followed by language laboratory work enabled teachers to assimilate phrases best. (CHK)

  4. Working for and with Latino/Latina Immigrant Newcomers in the English Language Arts Classroom

    Musetti, Bernadette; Salas, Spencer; Perez, Theresa

    2009-01-01

    "Newcomers" are English learners who are new to the United States and arrive with limited or interrupted formal schooling. These students have below-grade-level literacy skills in their home language and do not speak English. Newcomers' arrivals to the middle school and high school classrooms often present a formidable "what to do" for classroom

  5. Translanguaging in a Latin@ Bilingual Community: Negotiations and Mediations in a Dual-Language Classroom

    Garza, Armando; Langman, Juliet

    2014-01-01

    Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (García, 2009) as a learning and teaching tool in social studies and science classes. In this particular classroom, the…

  6. 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...

  7. The Relationship between Shyness, Foreign Language Classroom Anxiety, Willingness to Communicate, Gender, and EFL Proficiency

    Sam Bashosh; Mohammad Abbas Nejad; Mina Rastegar; Amin Marzban

    2013-01-01

    The present study aimed to examine the relationship found between shyness, foreign language classroom anxiety, willingness to communicate, gender, and EFL proficiency. To this end, sixty EFL undergraduates (40 females and 20 males) majoring in English Translation were selected through simple random sampling. Stanford Shyness Inventory by Zimbardo (1977), Foreign Language Classroom Anxiety Scale by Horwitz et al. (1986), and Willingness to Communicate Scale by McCroskey and Richmond (1987) wer...

  8. A Case Study on the Influence of Organizational Culture on Language Classroom

    Zhihui Liu

    2009-01-01

    This paper tries to probe the influence of the organizational culture on language classroom at a newly-established local college. It firstly reviews the knowledge of the organizational culture and finds out its features, and then discusses how the organizational culture was greatly influenced by the host educational environment. On the basis of this, the paper interprets how organizational culture in turn influences the classroom culture in terms of English language teaching and learning in C...

  9. 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…

  10. Second Language Research Using Magnetoencephalography: A Review

    Schmidt, Gwen L.; Roberts, Timothy P. L.

    2009-01-01

    In this review we show how magnetoencephalography (MEG) is a constructive tool for language research and review MEG findings in second language (L2) research. MEG is the magnetic analog of electroencephalography (EEG), and its primary advantage over other cross-sectional (e.g. magnetic resonance imaging, or positron emission tomography) functional

  11. Collaborative Classroom Management. Video to Accompany "A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management." [Videotape].

    2001

    This 43-minute VHS videotape is designed to be used in course and workshop settings with "A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management." The videotape's principal values are as an introduction to the issues explored in the book and as a catalyst for group discussions and activities related to

  12. 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

  13. 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…

  14. "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

  15. Learning and researching in the classroom

    Playa, E.; Travé, A.

    2009-04-01

    A new method in the course "Carbonate rocks diagenesis" has been tested. This is an optional course in the year 4 of a four year degree in Geology (University of Barcelona, Spain). The number of students in the course is generally reduced (less than ten), and duration of the course is 3 one-hour lecture and 1 three-hour practical per week during 5 weeks. This course has been selected to test a new learning method because is given in the last year of the undergraduate degree and also because the number of students is low, thus achieving a great degree of motivation of the students and favouring the communication in the classroom. The new model implies a general change in the development of the course: students will be trained in scientific research, working in group and using available analytical techniques. Nevertheless, this method does not invalidate the pre-existing educational resources; both new and classic teaching materials coexist in the course. Traditionally, the course was divided in lectures and practical work. The practical work is done on rock specimens and on thin sections using the petrological microscope, which is essentially invariable every course, and which is related with the theoretical concepts explained in the corresponding lecture. The students describe and interpret the material in a "passive" way, only with minor student-teacher feed-back when specific questions are asked by the student. The real learning in Sciences is not learning of isolate subjects, but to understand the relationships between all these subjects. Therefore, the student must learn science and how to do science. In the new tested method, the students carry out by themselves a scientific research project from a basic material provided by the teacher. This research work, which is done along the 5 weeks course, consists on a single project developed from all the students as a single group, thus observing the evolution in the student's knowledge and opening a continuous feed-back in the student-student and student-teacher relationships. This proposal implies that the lectures and practicals of the course must be reorganized and adapted. The research work is presented during the first day of the course, including a general presentation of the geological setting and the main problem to solve. The research work is developed during the entire course in the classroom, and concluded at the end of the course. In the first part of the research (2-3 weeks), the students will describe a set of samples (hand rocks and thin sections) in order to define the petrographic characteristic (mainly focused in diagenetic processes affecting carbonate rocks and the stages of cementation and its relationships with the fracturation events). The samples are distributed among the students and the description of the samples is individual; students must reach and agreement about the common petrographic features of the rocks and establish a global diagenetic sequence for the studied material. The second part of the research consists on the application of advanced instrumentation and analytical techniques, available in the University of Barcelona, such as cathodoluminescence microscope, microprobe and carbona and oxygen isotope analyses. The obtained results must be processed and comparison with published data by means of bibliographic research should be done by the students out of the classroom. The last part of the research project includes a complete and collective analysis of the results, elaboration of an individual final report (which should take into account the conclusions arrived by the entire group) and an oral presentation of the main results in the classroom. During the development of the work, the teacher acts as a tutor and mediator in the discussions, not only as a transmissor of knowledge. The new proposal differs from the classical undergraduate research projects developed in other courses, which are carried out outside the classroom, and therefore, without the continuous support of the teacher. The degree of satisfaction of the students at th

  16. Classroom Has a Heart: Teachers and Students Affective Alignment in a Persian Heritage Language Classroom

    Atoofi, Saeid

    2013-01-01

    This research study investigated how the teachers and students at a Persian heritage language class acknowledged and modified their affective behavior based on the affective feedback they received from one another. The notion that interactants can modify their affective output in such fashion is referred in the literature as affective alignment…

  17. Classroom Has a Heart: Teachers and Students Affective Alignment in a Persian Heritage Language Classroom

    Atoofi, Saeid

    2013-01-01

    This research study investigated how the teachers and students at a Persian heritage language class acknowledged and modified their affective behavior based on the affective feedback they received from one another. The notion that interactants can modify their affective output in such fashion is referred in the literature as affective alignment

  18. 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…

  19. 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…

  20. 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...

  1. 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.

  2. 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…

  3. 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…

  4. Teaching Pragmatics in the Foreign Language Classroom: Grammar as a Communicative Resource

    Felix-Brasdefer, J. Cesar; Cohen, Andrew D.

    2012-01-01

    This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of

  5. Student and Teacher Perceptions of First Language Use in Secondary French Immersion Mathematics Classrooms

    Culligan, Karla

    2015-01-01

    This phenomenological study (Creswell, 2003, 2007; van Manen, 1997) explores student and teacher perceptions of first language use in French immersion mathematics classrooms at a large, urban high school in Canada. During individual interviews, participants discussed their perceptions and experiences of French immersion mathematics, language use,…

  6. Universal Grammar in the Classroom: The Effects of Formal Instruction on Second Language Acquisition.

    Felix, Sasha W.; Weigl, Wilfried

    1991-01-01

    Discusses whether second-language learners have access to universal grammar by looking at the acquisition of German English-as-a-Second-Language high school students. The students were exposed to English exclusively during classroom hours. Results of the study suggest that these students did not have access to universal grammar. (16 references)…

  7. "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…

  8. Preschool Classroom Conversations as Long-Term Resources for Second Language and Literacy Acquisition

    Aukrust, Vibeke Grover; Rydland, Veslemoy

    2011-01-01

    This study investigated relations between preschool talk exposure and immigrant first graders' second language literacy and oral skills outcomes. Participants in the study were 25 children with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse preschool classrooms in Norway and…

  9. 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

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,

  15. "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

  16. Above and beyond the Syllabus: Transformation in an Adult, Foreign Language Classroom

    Johnson, Stacey Margarita; Nelson, Barbara Mullins

    2010-01-01

    While many students in a foreign language classroom are successful at learning the prescribed curriculum, they may never move beyond the grammar and vocabulary to experience transformative learning. On the other hand, students who do not achieve proficiency may experience a perspective transformation as a result of studying a foreign language.…

  17. Teaching Pragmatics in the Foreign Language Classroom: Grammar as a Communicative Resource

    Felix-Brasdefer, J. Cesar; Cohen, Andrew D.

    2012-01-01

    This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…

  18. 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…

  19. 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…

  20. Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

    Swanson, Elizabeth; Wanzek, Jeanne; McCulley, Lisa; Stillman-Spisak, Stephanie; Vaughn, Sharon; Simmons, Deborah; Fogarty, Melissa; Hairrell, Angela

    2016-01-01

    This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional…

  1. 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…

  2. Narrative Research in Language Teaching and Learning

    Barkhuizen, Gary

    2014-01-01

    Narrative research in language teaching and learning (LTL) is concerned with the stories teachers and learners tell about their lived and imagined experiences. Teachers typically tell about their professional development and their practices, and learners about their experiences of learning and using languages. What stories are, and indeed what…

  3. Narrative Research in Language Teaching and Learning

    Barkhuizen, Gary

    2014-01-01

    Narrative research in language teaching and learning (LTL) is concerned with the stories teachers and learners tell about their lived and imagined experiences. Teachers typically tell about their professional development and their practices, and learners about their experiences of learning and using languages. What stories are, and indeed what

  4. Exploring content teachers knowledge of language pedagogy: a report on a small-scale research project in a Dutch CLIL context

    Koopman, G.J.; Skeet, J.A.; Graaff, H.C.J. de

    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 subject through the L2 are expected to support language learning in their lessons, little is known about these teachers' knowledge of language pedagogy. ...

  5. Flipping the classroom: How reversing teaching-learning process can improve learners comprehension in learning foreign language.

    Wishnoebroto

    2014-01-01

    Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with th...

  6. 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...

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

    Stephen D. Luft

    2013-01-01

    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. Th...

  8. Foreign language classroom anxiety: A study of Chinese university students of Japanese and English over time

    Jin, Yinxing

    2016-01-01

    This PhD project mainly aimed at exploring the relationship between foreign language (FL) anxiety and FL proficiency development, the sources of FL anxiety, and the stability of FL anxiety over time and across target languages. To this end, 146 L1 Chinese university students, who had been learning English for a long time but had just started learning Japanese, completed a battery of questionnaires twice (e.g. the Foreign Language Classroom Anxiety Scale [Horwitz, Horwitz, & Cope, 1986]; the T...

  9. Non-native Teacher Talk as Lexical Input in the Foreign Language Classroom

    Eunice Tang

    2011-01-01

    Non-native or indigenous English teachers have provided the largest teaching and professional support in Asian countries where English is taught and learnt in school as an additional or international language. As the language environment outside classroom in these countries is generally poor, teachers become a major source of language input for learners. This article explores the Lexical Variation (LV) ratio of non-native teacher talk and the percentage of words teachers used at different voc...

  10. Examining Role Issues in Inclusive Classrooms through Participatory Action Research

    Lyons, Wanda E.

    2012-01-01

    This participatory action research study engaged classroom teachers, special education teachers, teacher assistants, and a principal in examining and resolving role issues within inclusive classrooms. Analysis of data from multiple sources revealed three predominant findings: (a) when teachers were confronted with role problems, they identified an…

  11. Classroom Research and Child and Adolescent Development in South America

    Preiss, David Daniel; Calcagni, Elisa; Grau, Valeska

    2015-01-01

    The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination.…

  12. 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…

  13. 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.

  14. Language Through Literature : Benefits of Using Literature for Foreign Language Acquisition, with Practical Suggestions for the English Language Classroom in Dutch Secondary Education

    Jager, Lotte

    2008-01-01

    This thesis researches the place literature has occupied within Dutch foreign language education from the 19th century to the educational changes of the 1990s. As the 1990s witnessed a growing split between language and literature education, this thesis researches benefits of using foreign language literature for foreign language education. Finally, practical exercises are proposed in which foreign language literature and foreign language education are combined.

  15. ELICITING AND LADDERING PROSPECTIVE LANGUAGE TEACHERS’ CLASSROOM-RELATED CONSTRUCTS

    Wilfred Greyling

    2012-09-01

    Full Text Available This article has a dual aim. First, the author reports on how two techniques were used from personal construct psychology, dyadic elicitation and laddering (Fransella, Bell & Bannister, 2004:27-34, 39-43 to raise a cohort of prospective teachers’ awareness of their classroom-related constructs (N = 21. Second, the process for elicitation of the constructs depended on the trainees’ ability to deal with the cognitive and the social-interactive demands of the elicitation tasks. These demands were enacted in a discursive process which conversation analysts refer to as ‘sequential organisation’; in addition, participants followed the rules that govern sequence organisation typical of the interview (Schegloff, 2007: 231. Using 12 random combinations of 10 classroom-based scenarios, which served as elements for the elicitation process, the researcher elicited approximately 800 constructs from the group of prospective teachers. A matrix-based summary of 48 constructs elicited from 10 teacher-trainees for the first scenario combination are presented. In addition, how one of the teachers responded to the full range of scenario-based elements is outlined briefly. The conclusion is drawn that the attaching of verbal labels to their meaning-making constituted deliberate and conscious thinking by prospective teachers about their experience, which is typical of awareness-raising activity. Moreover, the social-interactive demands of this interview type, requiring the prospective teachers to follow the rules of interaction in this context to explore and label their personally held constructs, served to reinforce the awareness-raising process. A further conclusion was that the matrix-based analysis was contentious: Although students may use the same labels to refer to a construct, the meanings they attach to those labels may vary.

  16. 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…

  17. 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...

  18. Peer effects in preschool classrooms: is children's language growth associated with their classmates' skills?

    Justice, Laura M; Petscher, Yaacov; Schatschneider, Christopher; Mashburn, Andrew

    2011-01-01

    With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers' growth in language skills over an academic year and whether peer effects manifest differently based on children's status in reference to their peers. Peer effects were assessed for 338 children in 49 classrooms. A significant interaction between the language skills of children's classmates and children's fall language skills indicated that peer effects were strongest for children with low language skills who were in classrooms that served children with relatively low skill levels, on average. Findings further showed that reference status, or children's relative standing to their peers, has the greater consequence for children with very low language skills in relation to their peers. PMID:22026480

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

    Hermann, Jesper

    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...... content and consequences of a certain use of language. It enables us to present the results of the interpretation in a form that facilitates the proposal of alternative ways of using language by the persons involved - in this case, by the teachers. A sample from the interpretations is presented, and 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....

  20. A Constructive Teaching Model in Learning Research Concept for English Language Teaching Students

    Anwar, Khoirul

    2015-01-01

    This is a study to focus on analyzing the use of constructive teaching method toward the students' motivation in learning content subject of Introduction to Research of English Language Teaching. By using a mix-method of qualitative and quantitative analysis, the data are collected by using questionnaire and classroom observation. The…

  1. Students' Social Positioning in the Language Classroom: Implications for Interaction

    Stone, Paul; Kidd, Andrew

    2011-01-01

    This paper outlines some findings of a three-month investigation into the effects of students' interpersonal relationships on communication in two EFL classrooms in a Japanese university. Data was collected to identify and describe the various social subgroups that existed within the classes, and samples of classroom discourse were then analysed

  2. The Computer in the Foreign Language Classroom: "Mogwai" or Gremlin?

    Morris, D. Hampton

    The role of the computer in the classroom can range from "toy" to be used when boredom sets in to mechanical monster that monopolizes precious classroom time with little residual benefit. However, a middle ground exists. At Auburn University (Alabama), the computer is used in an intermediate French course to complement rather than replace personal

  3. Learners Involvement in Materials Selection for Teaching English in Language Classroom at Aligarh Muslim University

    Sheema Fatima

    2014-06-01

    Full Text Available The onset of the present paper throws light on materials selection and traditional outlook. Then the paper discusses four types of materials, more specifically, instructional, experiential, exploratory and elicitative materials and their use in language classroom. It discusses the role relationship between teachers, learners and materials in the present scenario at Aligarh Muslim University, keeping in consideration the requirements of the changing times. The paper aims to highlight the positive effects of learner’s involvement in Materials Selection process. The researcher has tried to analyze the findings on the basis of a questionnaire distributed among teachers and students at Undergraduate level. Some suggestions are recommended, on the basis of the findings from the data collected.

  4. Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

    Michael Whitacre; Zulmaris Diaz; Joy Esquierdo

    2013-01-01

    Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI...

  5. Walking a Mile in Their Shoes: Non-Native English Speakers' Difficulties in English Language Mathematics Classrooms

    Mallet, Dann G.

    2011-01-01

    This autoethnographic investigation considers an English-speaking lecturer's observation and consideration of the predicament of non-native speakers of English in an English language mathematics classroom based on that same (non Spanish-speaking) lecturer's experience in a Spanish language mathematics classroom. Difficulties of understanding a…

  6. Understanding the Cultural-Linguistic Divide in American Classrooms: Language Learning Strategies for a Diverse Student Population

    Holmes, Kerry P.; Rutledge, Susan; Gauthier, Lane Roy

    2009-01-01

    This article addresses critical factors that impact learning for a growing population of students in American classrooms, the English Language Learner (ELL). Even in the smallest school districts, it is common for teachers to have one or more students with limited or no command of the English language in their classrooms. Many students in schools

  7. Neuroimaging and Research into Second Language Acquisition

    Sabourin, Laura

    2009-01-01

    Neuroimaging techniques are becoming not only more and more sophisticated but are also coming to be increasingly accessible to researchers. One thing that one should take note of is the potential of neuroimaging research within second language acquisition (SLA) to contribute to issues pertaining to the plasticity of the adult brain and to general…

  8. Using Literature in the Language Classroom: Whys and Wherefores.

    Ladousse, Gillian Porter

    2001-01-01

    Makes the case for the reintegration of literature within language learning. Suggests that its appeal to imagination and creativity, its links with emotional intelligence and to real-world uses of language make it eminently suitable as a component of language teaching. Offers two practical examples of activities used in the…

  9. Sign Language: Meeting Diverse Needs in the Classroom

    Simpson, Cynthia G.; Lynch, Sharon A.

    2007-01-01

    For a number of years, sign language has been used in special education settings for learners with disabilities. Children with hearing loss, autism, cognitive disabilities, and language disorders have demonstrated improved communication skills with the use of signs. Recently, however, teachers have begun to use sign language with typical learners…

  10. Towards an Understanding of the Role of Language in the Science Classroom and Its Association with Cultural Identity Development in the Context of Mozambique

    Cupane, Alberto Felisberto

    2011-01-01

    I am reflecting here my struggle to understand the issue of language in the science classroom and in our lives from three different perspectives: before and after Mozambican independence and after completion of my doctoral research. The main method used is auto|ethnographic inquiry in which I use the events in my life to question what is happening

  11. "How Do the Apples Reproduce (Themselves)?" How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University

    Moore, Emilee; Dooly, Melinda

    2010-01-01

    This article discusses findings from ongoing research into plurilingual group work interaction in a Content and Language Integrated Learning (CLIL) teacher training classroom at a university in Catalonia, Spain. We explore how participants make use of available verbal and non-verbal resources--for example, their multilingual verbal repertoires,…

  12. The Positive Peer Effects of Classroom Diversity: Exploring the Relationship between English Language Learner Classmates and Socioemotional Skills in Early Elementary School

    Gottfried, Michael A.

    2014-01-01

    Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…

  13. Exploring the Main Barriers of Technology Integration in the English Language Teaching Classroom: A Qualitative Study

    Rouholllah Khodabandelou

    2016-01-01

    Full Text Available The abundance of technology in recent years has contributed to development in the societies, industries, and education. It is proven from the current trend of technology such as the emergence and rise of smart phones, tablets, laptops and wireless internet connection that the present and future world will be heralded by technology. The integration of technology into the teaching and learning process is idealistic with the existence of vast information and multimedia on the internet and innovative inventions of devices that serve as great assistance. However, the available technology has not been put to good use in the English language teaching and learning classroom for some reasons, especially in developing countries like Malaysia. Thus, this research is conducted to determine the hindrances faced by the education community in Malaysia. The current qualitative research involved seven individuals who discussed issues relating to the hindrances of technology integration in English language teaching and learning. This paper presents the results of the discussion and provides suggestions on some possible solutions to the identified obstacles faced by the education community in using technology in a more efficient and resourceful manner for the teaching and learning development.Keywords: TESL, barriers, technology, integration, higher education

  14. Research Review: Arts in the Classroom

    Hornbacher, Judy, Ed.; Toft, Joanne C.

    2008-01-01

    As teaching artists, teachers, and arts administrators, the authors are constantly looking for signs of spring: evidence that there is a growing understanding of the role artists have to play in the education of children; proof that teachers, if trained well, will see that role and wish to incorporate it into their classrooms. "Arts in the…

  15. The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms

    Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta

    2014-08-01

    As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298-341, 2013; Lee et al. in Educ Res 42(4):223-233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.

  16. Research, Perspectives, and Recommendations on Implementing the Flipped Classroom.

    Rotellar, Cristina; Cain, Jeff

    2016-03-25

    Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation. PMID:27073287

  17. Research, Perspectives, and Recommendations on Implementing the Flipped Classroom

    Rotellar, Cristina

    2016-01-01

    Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation.

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

    Larisa Nikitina

    2011-01-01

    Full Text Available 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 describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.

  19. Educating educators about second language idiomaticity through action research

    John I. Liontas

    2013-07-01

    Full Text Available Idiomaticity is central to linguistic theory. Despite the pervasiveness of idioms in language, pedagogical articles in professional journals have yet to pay attention to the benefits of idiom instruction in the second language (SL classroom. Addressing this concern, this article reports the results of an exploratory qualitative research study conducted with sixteen SL university instructors and two Language Program Directors (LPDs at two large universities in the Southwest (United States of America that explored teachers’ own knowledge and theories about SL idiomaticity. Survey and interview data indicate that university instructors and LPDs share beliefs and assumptions about how best to teach idioms and assess students’ knowledge of SL idiomaticity. It was concluded that both university instructors and LPDs have an important role to play in the development of idiom pedagogy and that such pedagogy can be greatly enhanced through action research. Recommendations are included for further study of the issues surrounding SL idiomaticity, and teaching implications are considered for the development of meaningful pedagogical practices suitable for the promotion of idiomatic learning.

  20. Classroom-based language efficiency assessment: a challenge for EFL teachers

    WACH, ALEKSANDRA

    2012-01-01

    This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to the...

  1. Creative use of Twitter for Dynamic Assessment in Language Learning classroom at the university

    Annamaria Cacchione

    2015-01-01

    This contribution describes an experimentation involving two classes of basic Italian as L2 during the A. Y. 2014-15 I term at the University Complutense of Madrid. Within a general MALL and BYOD approach, Twitter was adopted as in-classroom tool for language learning Dynamic and Authentic Assessment, aiming at boosting the learning success and overall language proficiency. Students’ satisfaction, engagement factors and levels have been measured via a post-intervention questionnaire, showing ...

  2. Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom

    Thanajaro, Metinee

    2000-01-01

    Listening, the most frequently used form of language skill, plays a significant role in daily communication and educational process. In spite of its importance, listening ability development has received only slight emphasis in language instruction. Nevertheless, U.S. college classrooms, where comprehensive listening serves as a primary channel for learning, require that students function effectively as listeners. It is therefore important for ESL programs to prepare students for successfu...

  3. Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning

    Tevdovska Elena Spirovska

    2015-01-01

    The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situation...

  4. Enhancing employability skills through the use of film in the language classroom

    Daly, Selena

    2013-01-01

    Employability is increasingly becoming a central aspect of higher education in the United Kingdom and it is becoming imperative that modern foreign languages teachers engage directly and sincerely with the employability agenda. This article proposes the use of feature films as a successful method for developing and promoting employability skills in the language classroom, an approach which has not thus far been adopted. I begin by discussing different models for the delivery of employability ...

  5. Classroom research in Environmental Engineering Courses- CREUPI: a feasible practice

    Gerson Araújo de Medeiros

    2004-06-01

    Full Text Available Classroom research is a strategy that proposes linking teaching and research, thereby rendering teachers and students partners in the search for knowledge and combining theory and practice as allies in the educational process. This paper reports on classroom research experience in the subjects of Introduction to Environmental Engineering and Research Metodology, which are disciplines taught in CREUPI’s Environmental Engineering course. The conceptual and methological landmark achieved through this educational approach is discussed, analyzing the process involved in each discipline as well as the results derived from this practice.

  6. Learning over Time: Uses of Intercontextuality, Collective Memories, and Classroom Chronotopes in the Construction of Learning Opportunities in a Ninth-Grade Language Arts Classroom

    Bloome, David; Beierle, Marlene; Grigorenko, Margaret; Goldman, Susan

    2009-01-01

    Framed within interactional sociolinguistics, microethnographic discourse analysis, and cognitive science, we examine how intercontextuality, collective memories, and classroom chronotopes were used in generating learning opportunities in a ninth-grade language arts classroom. Five consecutive videorecorded lessons were analyzed focusing on how…

  7. ¿Duermes mucho Tony? Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom

    Higareda Sandra; López Georgina; Mugford Gerrard

    2009-01-01

    Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students’ first language (l1) in English Language Teaching (elt ), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of l1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations o...

  8. ¿duermes mucho tony? interpersonal and transactional uses of l1 in the foreign-language classroom

    Higareda, Sandra; López, Georgina; Mugford, Gerrard

    2009-01-01

    Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students’ first language (l1) in English Language Teaching (elt ), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of l1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of ...

  9. English as a scientific and research language debates and discourses

    Plo Alastrué, Ramón

    2015-01-01

    This volume examines the role of English in academic and research settings in Europe and provides recommendations on the challenges posed by the dominance of English over national languages as languages of science and research dissemination; the need for language support for academics that need to disseminate their research in English; and the effect of past and present language policies.

  10. The role of background music in the English language classroom

    Sorger, Anna

    2014-01-01

    According to the Statistical Office of the Republic of Slovenia, the interest in second language learning has been increasing in recent years. In the context of primary and secondary education in Slovenia, English language is prominent in the field of foreign languages. A quite similar picture can also be seen in the context of non-formal educational system for adults (http://www.stat.si). Throughout recent years, more and more attention has been given to the importance of a learning env...

  11. A Research on Second Language Acquisition and College English Teaching

    Changyu Li

    2009-01-01

    It was in 1970s that American linguist S.D. Krashen created the theory of “language acquisition”. And the theories on second language acquisition were proposed based on the study on the second language acquisition process and its rules. Here, the second language acquisition process refers to the process in which a learner with the mastery of his mother language learns another language without its social environment. Due to the close relationship between second language acquisition research an...

  12. Language Learner Strategy Research and Modern Foreign Language Teaching and Learning

    Grenfell, Michael

    2007-01-01

    This article addresses language learner strategy research in the context of second language learning and teaching in the UK. It arises from two sources: firstly, a personal background in research and writing about language learner strategy research in the context of modern foreign language learning and teaching in England and Wales; secondly, a…

  13. Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

    Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

    2015-01-01

    This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

  14. Code-Switching: L1-Coded Mediation in a Kindergarten Foreign Language Classroom

    Lin, Zheng

    2012-01-01

    This paper is based on a qualitative inquiry that investigated the role of teachers' mediation in three different modes of coding in a kindergarten foreign language classroom in China (i.e. L2-coded intralinguistic mediation, L1-coded cross-lingual mediation, and L2-and-L1-mixed mediation). Through an exploratory examination of the varying effects

  15. Investigating foreign language anxiety in Iranian classrooms: The effect of gender

    Mahmoodzadeh, Masoud

    2013-01-01

    Full Text Available In an attempt to delve into the issue of affective variables related to language learning, the present study focuses on the influence of gender on learners' foreign language anxiety in the Iranian context. The objective of this case study is first to determine the extent to which Iranian EFL learners perceive foreign language anxiety in matched-gender and mixed-gender classrooms and second to see if there is any significant difference between the two types of the investigated classrooms. To this end, a 16 items self-reporting questionnaire with a five Likert-type scale was designed. The developed questionnaire was then given to 96 Iranian lower intermediate EFL learners to complete it. After analyzing the collected data, the findings indicated that mixed-gender classrooms can be considered as an anxiety-provoking teaching context in Iran, since the presence of the opposite gender in EFL classrooms was found to cause statistically significant amount of language anxiety among Iranian learners. The study also offers some context-specific pedagogical implications for Iranian EFL teachers and practitioners.

  16. Working for and with Latino/Latina Immigrant Newcomers in the English Language Arts Classroom

    Musetti, Bernadette; Salas, Spencer; Perez, Theresa

    2009-01-01

    "Newcomers" are English learners who are new to the United States and arrive with limited or interrupted formal schooling. These students have below-grade-level literacy skills in their home language and do not speak English. Newcomers' arrivals to the middle school and high school classrooms often present a formidable "what to do" for classroom…

  17. Application of the Theory of Multiple Intelligences to Second Language Learners in Classroom Situations.

    Poole, Gloria T.

    This paper argues for the "nurture" side of the "nature versus nurture" debate of the nature of intelligence. It argues for the theory of multiple intelligences in relation to sociocultural and cognitive perspectives of second language learning. A brief historical overview of intelligence is presented, and classroom practices that lead to

  18. "We Don't Believe Media Anymore": Mapping Critical Literacies in an Adult Immigrant Language Classroom

    Waterhouse, Monica

    2012-01-01

    This article maps critical literacies conceptually and empirically in the context of adult immigrant language classrooms. It begins by describing Deleuze and Guattari's cartographic approach. Then it traces critical literacies situated conceptually within a Freirean paradigm before mapping them differently through the Deleuzian-informed Multiple…

  19. A Case Study on the Influence of Organizational Culture on Language Classroom

    Liu, Zhihui

    2009-01-01

    This paper tries to probe the influence of the organizational culture on language classroom at a newly-established local college. It firstly reviews the knowledge of the organizational culture and finds out its features, and then discusses how the organizational culture was greatly influenced by the host educational environment. On the basis of…

  20. Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms

    Yoshida, Reiko

    2008-01-01

    Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two…

  1. How Do Teachers and Learners Perceive Corrective Feedback in the Japanese Language Classroom?

    Yoshida, Reiko

    2010-01-01

    This study examined Japanese language teachers' and learners' perceptions of corrective feedback (CF), focusing on the cases in which the learners responded to the teachers' CF. Data were collected from the second-year course of an Australian university for 1 semester by classroom observation and audio recording and stimulated recall interviews.…

  2. A Self-Evaluation of Classroom Language Used When Teaching Grammar

    Huan, Fang; Wang, Li

    2011-01-01

    In the attempt to evaluate the quality of teacher talk, recent communicative approaches have suggested that the modification of teacher classroom speech and the functional distribution of teacher talk in terms of pedagogical goals should be considered (Seedhouse: 1996). This study investigates the relationship between language use and pedagogic…

  3. Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community

    Farnsworth, Megan

    2010-01-01

    In this dissertation, the participation of 5-year-old Spanish speaking children in a kindergarten classroom community was explored. The school was located in a working and middle-class community in Southern Arizona, where pursuant to state law; the language of instruction was English. Student participants spent four hours every day in an English…

  4. Synoptic and Dynamic Analysis of Classroom Discourse: The Role of Meta Language in Teaching Literacy.

    Hammond, Jennifer

    1991-01-01

    The relationship between teachers' theories of language and learning and the nature of classroom discourse is explored. Data from two classes on Aborigine lifestyles suggest that there are three components functioning in all lessons: interpersonal, content, and metalanguage. The quality of the metalanguage component influences the overall quality…

  5. ICT and an Exploratory Pedagogy for Classroom-Based Chinese Language Learning

    Zhao, XingLong; Wang, MinJuan; Wu, Juan; He, KeKang

    2011-01-01

    This paper reports on a new pedagogy for Chinese language teaching and learning at elementary schools through exploratory classroom instruction using Information and Communication Technologies. The study used quantitative method to collect data from two elementary schools of China. The results showed that: (1) the three-in-one pedagogy of…

  6. Galaxy Classroom Project Evaluation, Language Arts, Grades 3-5. Final Report.

    Guth, Gloria J. A.; Block, Clifford

    The GALAXY Language Arts Demonstration Program is a package of integrated curricular and instructional approaches that features the organization of instruction around themes presented through television broadcasts, children's literature, classroom activities, and the use of interactive technology. During the GALAXY Project demonstration phase for…

  7. Improving the Classroom Language Proficiency of Non-Native Teachers of English: What and How?

    Nakata, Yoshiyuki

    2010-01-01

    The present paper attempts to examine the possibilities of the Classroom Language Assessment Benchmark (CLAB) as a professional development tool for EFL teachers in Japan. Two questionnaire surveys were carried out several months after the last day of the graduate course (both in 2006 and 2007) where CLAB was used as a self- and peer-assessment

  8. Language Teacher Action Research: Achieving Sustainability

    Edwards, Emily; Burns, Anne

    2016-01-01

    Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in…

  9. Preparing Undergraduates for Research Careers: Using Astrobites in the Classroom

    Sanders, Nathan E; Newton, Elisabeth

    2012-01-01

    Because undergraduate participation in research is a longstanding and increasingly important aspect of the career path for future scientists, students can benefit from additional resources to introduce them to the culture and process of research. We suggest the adoption of the web resource Astrobites as a classroom tool to increase the preparation of undergraduate physics and astronomy students for careers in research. We describe the content and development of the website, discuss previous university courses that have made use of Astrobites, and suggest additional strategies for using Astrobites in the classroom.

  10. Factors Influencing Student Nurses’ Perceptions of Success and Failure in Second Language Writing – A Classroom-based Study

    Hung-Cheng TAI

    2013-06-01

    Full Text Available This article applies attribution theory to identify the factors that influence nursing students’ perceptions of success and failure in learning English writing skills. The study took place in a language classroom in southern Taiwan involving fifty-one female nursing students, a writing teacher, and the researcher. Teaching activities included five writing cycles based on an online writing platform, process approach, and multiple revisions. Evidence data has been collected from learners’ questionnaires and interviews, teacher’s interviews, classroom observations, teaching materials, and researcher’s diaries. The data has been analysed quantitatively using SPSS and qualitatively with the aid of QSR NVivo software. Results reveal the major factors given by learners involve the amount writing practice given and their perceptions of their competence in vocabulary and with grammar. The work is supported by observations made by the language teacher and the researcher on issues which have emerged on the students’ writing skills, psychology, language competence, and learning context. This article concludeswith the implications for teaching.

  11. Learner-Centered Tasks in the Foreign Language Classroom.

    Thomson, Chihiro Kinoshita

    1992-01-01

    Communicative language teaching and self-directed learning is discussed, followed by an introduction of an analytical framework for designing a task using Nunan's framework. A case study is reported from the National University of Singapore with 220 first-year Japanese language students. Suggestions are made for course and task designers. (12…

  12. Spanish as a Second Language when L1 Is Quechua: Endangered Languages and the SLA Researcher

    Kalt, Susan E.

    2012-01-01

    Spanish is one of the most widely spoken languages in the world. Quechua is the largest indigenous language family to constitute the first language (L1) of second language (L2) Spanish speakers. Despite sheer number of speakers and typologically interesting contrasts, Quechua-Spanish second language acquisition is a nearly untapped research area,

  13. Spanish as a Second Language when L1 Is Quechua: Endangered Languages and the SLA Researcher

    Kalt, Susan E.

    2012-01-01

    Spanish is one of the most widely spoken languages in the world. Quechua is the largest indigenous language family to constitute the first language (L1) of second language (L2) Spanish speakers. Despite sheer number of speakers and typologically interesting contrasts, Quechua-Spanish second language acquisition is a nearly untapped research area,…

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

    Angela Giovanangeli

    2009-01-01

    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 governme...

  15. Promoting Creativity in the Middle Grades Language Arts Classroom

    Batchelor, Katherine E.; Bintz, William P.

    2013-01-01

    Middle level educators around the country aim to create a classroom environment and a way of teaching that is developmentally responsive, challenging, empowering, and equitable for every student. One way to ensure this is to include instruction that promotes creativity. This article offers guiding principles and shares instructional lessons that…

  16. Reading Comprehension in the Second Language Classroom: A Hands-On Approach to Teaching and Learning Reading Strategies.

    Singhal, Meena

    Some general principles of teaching reading in the second language classroom are reviewed. To illustrate the connection between theory and practice, examples are provided of teaching practices used with adult learners of English as a Second language (ESL) who have Chinese and Vietnamese-language backgrounds. A discussion follows of how instruction

  17. How can I use Irish language e-portfolios in the assessment for learning approach in my primary classroom?

    Clerkin, Martina

    2009-01-01

    This paper investigates the process of assessment for learning (AfL) in the primary school Irish language classroom. Electronic portfolios (e-portfolios) are used as a tool in assessment for learning with eight of my second class pupils in an urban primary school in North Dublin. This research was carried out as part of the Master of Science in Education and Training Management (e-learning strand) at Dublin City University and was supervised by Dr. Margaret Farren. Some strategies from the li...

  18. Review Article: Second Language Acquisition of Bantu Languages--A (Mostly) Untapped Research Opportunity

    Spinner, Patti

    2011-01-01

    This review article presents a summary of research on the second language acquisition of Bantu languages, including Swahili, Zulu, Xhosa and Lingala. Although second language (L2) research on these languages is currently very limited, work in morphosyntax and phonology suggests promising directions for future study, particularly on noun class,

  19. Review Article: Second Language Acquisition of Bantu Languages--A (Mostly) Untapped Research Opportunity

    Spinner, Patti

    2011-01-01

    This review article presents a summary of research on the second language acquisition of Bantu languages, including Swahili, Zulu, Xhosa and Lingala. Although second language (L2) research on these languages is currently very limited, work in morphosyntax and phonology suggests promising directions for future study, particularly on noun class,…

  20. A Survey of Writing Instruction in Elementary Language Arts Classrooms.

    Laframboise, Kathryn L.; Klesius, Janell

    1993-01-01

    Investigates to what extent children were given opportunities to engage in process writing. Finds a textbook orientation to language instruction, small amounts of time spent in prewriting or writing activities, and a preference for teacher-controlled writing processes. (SR)

  1. · Attitude towards Computers and Classroom Management of Language School Teachers

    Sara Jalali

    2014-07-01

    Full Text Available 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 learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27 and female (n = 78 EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006 and a Behavior and Instructional Management Scale (BIMS adopted from Martin and Sass (2010 were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

  2. Class size reduction in the second language classroom

    García Bayonas, Mariche; Gottschall, Holli

    2008-01-01

    In this study, class size reduction (CSR) was implemented in six sections of second semester, university level Spanish classes in which the enrollment cap was lowered from 27 to 20 students. The methodology for the study included a student opinion questionnaire, classroom observations, and student course grades. The study aimed at finding the effect of CSR on student participation, motivation, passing rates and dropout rates. Results showed that students in smaller classes have a higher numbe...

  3. Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms

    Zannou, Yetunde Mobola

    In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.

  4. Classroom Design and Impression Formation: A New Area for Research.

    Weinstein, Carol S.; Woolfolk, Anita E.

    1981-01-01

    The contention that classroom design influences impression formation has not been empirically tested. The purpose of this article is to bring to the attention of educational psychologists the possibilities for research in this area. The paper summarizes the findings of some initial investigations and suggests directions for future study.…

  5. Improving Instruction in the Mathematics Methods Classroom through Action Research

    Mostofo, Jameel; Zambo, Ron

    2015-01-01

    There is a continuing emphasis in the United States on improving students' mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether

  6. Foreign Language Classroom Anxiety Among China Chinese Students Undergoing The Laureate English Programme in INTI International University, Malaysia

    Meghavaani d/o Ampalagan; Mogana d/o Sellupillai; Yap Sze Sze

    2014-01-01

    The purpose of this study was to investigate the relationship between foreign language classroom anxiety (communication apprehension, test anxiety and fear of negative evaluation) among  Mainland Chinese students undergoing the Laureate English Programme

  7. Foreign Language Classroom Anxiety Among China Chinese Students Undergoing The Laureate English Programme in INTI International University, Malaysia

    Meghavaani d/o Ampalagan

    2014-10-01

    Full Text Available The purpose of this study was to investigate the relationship between foreign language classroom anxiety (communication apprehension, test anxiety and fear of negative evaluation among Mainland Chinese students undergoing the Laureate English Programme

  8. Research Agenda: Priorities for Future Research in Second Language Assessment

    Stoynoff, Stephen

    2012-01-01

    In a recent state-of-the-art (SoA) article (Stoynoff 2009), I reviewed some of the trends in language assessment research and considered them in light of validation activities associated with four widely used international measures of L2 English ability. This Thinking Allowed article presents an opportunity to revisit the four broad areas of L2…

  9. Learning English as an International Language: EFL Learners' Perceptions of Cultural Knowledge Acquisition in the English Classroom

    Hsuan-Yau Tony Lai

    2013-01-01

    Culture is an important element in the foreign language classroom. Some scholars believe that culture is the fifth language skill along with the four traditional skills (reading, writing, listening and speaking) of English. Traditionally, learning English required learners to acquire some target language cultural knowledge (e.g. British culture and/or American culture) especially in the context of English as a foreign language. However, with the increasingly important status of English as an ...

  10. Teaching Culture in the Classroom to Arabic Language Students

    Eldin, Ahmad Abdel Tawwab Sharaf

    2015-01-01

    Arabic language learning comprises of certain elements, including syntactic ability, oral capability, dialect proficiency, and a change in state of mind towards different culture or society. For teachers and laymen alike, cultural competence, i.e., the knowledge of the customs, beliefs, and systems of another country, is indisputably an integral…

  11. Raising Cultural Awareness in the English Language Classroom

    Frank, Jerrold

    2013-01-01

    This article discusses how teachers can incorporate cultural knowledge into English language classes, exploring elements of culture, intercultural phenomena, and high-context and low-context cultures. Activities offered by the author to raise cultural awareness include web quests, role plays, cultural observations, and culture journals.

  12. Towards a Bernsteinian Language of Description for Mathematics Classroom Discourse

    Straehler-Pohl, Hauke; Gellert, Uwe

    2013-01-01

    This article aims at developing an external language of description to investigate the problem of why particular groups of students are systematically not provided access to school mathematical knowledge. Based on Basil Bernstein's conceptualisation of power in classification, we develop a three-dimensional model that operationalises the

  13. Instructors' Use of English in the Modern Language Classroom

    Wilkerson, Carol

    2008-01-01

    Contemporary best practices in the profession encourage teaching as much as possible in the target language, but when university faculty were observed teaching Spanish, the majority spoke English during instruction and many engaged in frequent code switching (alternations) between English and Spanish. Findings indicate that instructors used…

  14. Beyond the Classroom: Maintaining and Improving Teachers' Language Proficiency

    Fraga-Canadas, Cynthia P.

    2010-01-01

    The National Council for Accreditation of Teacher Education and the ACTFL suggest that a high proficiency in the Spanish language is essential for all Spanish teachers. With the growth of the Spanish-speaking population in the United States and the diversity of Hispanic culture, teacher education programs need to ensure that teacher candidates are

  15. Program Evaluation: English Grammar in the Language Classroom

    Azimi, Mozhgan

    2014-01-01

    The present study wants to find out the reasons for choosing the current methods/techniques for teaching grammar and it also wants to investigate whether there is a relation between teachers' thinking and their actions in the class or not. For this reason, four language teachers were selected. The subjects were selected by non-random sampling.…

  16. Equity for English Language Learners in Mathematics Classrooms

    Borgioli, Gina M.

    2008-01-01

    Although English Language Learners (ELLs) quickly acquire basic interpersonal communication skills, most struggle for several years with reading and writing academic content in English. In particular, in English-only mathematics classes, children are likely to have difficulty reading and comprehending text, reading word problems, and giving

  17. Telecollaboration and Sociopragmatic Awareness in the Foreign Language Classroom

    Martí, Natalia Morollón; Fernández, Susana S.

    2016-01-01

    This paper discusses the design and implementation of a pedagogical intervention aimed at raising sociopragmatic awareness in the context of Spanish as a foreign language in Denmark. The intervention consists of a blended-learning environment where the three main components are synchronous telecollaboration via Skype, reflection sessions in groups…

  18. Human Subjects Research and the Physics Classroom

    Kubitskey, Beth W.; Thomsen, Marshall

    2012-09-01

    Physics Education Research is a form of social science research in that it uses human subjects. As physicists we need to be aware of the ethical and legal ramifications of performing this research, taking into account the fundamental differences between working with substances and working with people. For several decades, the federal government has regulated research involving human subjects. With current procedures, a proposal soliciting federal funds for a research project involving human subjects will be flagged by the applicants institution and checked for compliance with appropriate regulations. However, there is a large body of Physics Education Research that is not federally funded and thus may not be flagged. Nevertheless, there are ethical standards that apply to this research. This paper outlines the preliminary considerations for conducting such research.

  19. Is Teaching Sign Language in Early Childhood Classrooms Feasible for Busy Teachers and Beneficial for Children?

    Brereton, Amy Elizabeth

    2010-01-01

    Infants' hands are ready to construct words using sign language before their mouths are ready to speak. These research findings may explain the popularity of parents and caregivers teaching and using sign language with infants and toddlers, along with speech. The advantages of using sign language with young children go beyond the infant and…

  20. Human Subjects Research and the Physics Classroom

    Kubitskey, Beth W.; Thomsen, Marshall

    2012-01-01

    Physics Education Research is a form of social science research in that it uses human subjects. As physicists we need to be aware of the ethical and legal ramifications of performing this research, taking into account the fundamental differences between working with substances and working with people. For several decades, the federal government…

  1. Five Board Games for the Language Classroom: Uvas, Montana Rusa, El Futbol, La Corrida de Verbos, Paso a Paso.

    Snyder, Barbara

    A collection of five board games for the Spanish language classroom contains gameboards, game markers, and directions for each game. It also contains general instructions for the teacher about the classroom use of board games. The games include: "Uvas," for use in vocabulary development and cultural awareness; "Montana Rusa," for general

  2. Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

    Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

    2010-01-01

    This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and

  3. Five Board Games for the Language Classroom: Uvas, Montana Rusa, El Futbol, La Corrida de Verbos, Paso a Paso.

    Snyder, Barbara

    A collection of five board games for the Spanish language classroom contains gameboards, game markers, and directions for each game. It also contains general instructions for the teacher about the classroom use of board games. The games include: "Uvas," for use in vocabulary development and cultural awareness; "Montana Rusa," for general…

  4. Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

    Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

    2010-01-01

    This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

  5. Students and Teachers' Reasons for Using the First Language within the Foreign Language Classroom (French and English) in Central Mexico (Razones de alumnos y maestros sobre el uso de la primera lengua en el saln de lenguas extranjeras (francs e ingls) en el centro de Mxico)

    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.

  6. Creative use of Twitter for Dynamic Assessment in Language Learning classroom at the university

    Annamaria Cacchione

    2015-05-01

    Full Text Available This contribution describes an experimentation involving two classes of basic Italian as L2 during the A. Y. 2014-15 I term at the University Complutense of Madrid. Within a general MALL and BYOD approach, Twitter was adopted as in-classroom tool for language learning Dynamic and Authentic Assessment, aiming at boosting the learning success and overall language proficiency. Students’ satisfaction, engagement factors and levels have been measured via a post-intervention questionnaire, showing general positive outcomes. Final formal summative assessment also showed very positive general results and opened the way for further investigations.

  7. Learners Involvement in Materials Selection for Teaching English in Language Classroom at Aligarh Muslim University

    Sheema Fatima

    2014-01-01

    The onset of the present paper throws light on materials selection and traditional outlook. Then the paper discusses four types of materials, more specifically, instructional, experiential, exploratory and elicitative materials and their use in language classroom. It discusses the role relationship between teachers, learners and materials in the present scenario at Aligarh Muslim University, keeping in consideration the requirements of the changing times. The paper aims to highlight the posit...

  8. Differentiation in the foreign language classroom:teacher perspectives, practices and experiences

    Alikoski, M. (Maria)

    2015-01-01

    Students come in to the foreign language classroom with very different learning profiles, that is, readiness, interests, learning styles, social backgrounds and emotional needs. In order to respond to these differences and needs, and consequently promote students growth to their full potential as both human beings and FL users, teachers need to differentiate their teaching. This is also in the requirements of the Finnish Core Curriculum (2004) and the amendments of 2010, as differentiation i...

  9. Using Original Methods in Teaching English Language to Foreign Students (Chinese) in Indian Classroom

    Devimeenakshi K.; C. N. Baby Maheswari

    2012-01-01

    The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills) to Chinese students in VIT University. The other skill speaking was trained by other teachers among the four. Students were trained to listen to English words and pa...

  10. A Self-evaluation of Classroom Language Used When Teaching Grammar

    Fang Huan; Li Wang

    2011-01-01

    In the attempt to evaluate the quality of teacher talk, recent communicative approaches have suggested that the modification of teacher classroom speech and the functional distribution of teacher talk in terms of pedagogical goals should be considered (Seedhouse: 1996). This study investigates the relationship between language use and pedagogic purpose from an analysis of a lesson transcript of a grammar lesson, and evaluates the quality of the teacher talk based on the Self-Evaluation of Tea...

  11. Classroom code-switching: Three decades of research

    Lin, A.

    2013-01-01

    In this paper I provide a review of the historical development of different research paradigms and approaches adopted in studies on classroom code-switching. I also discuss the difficulties and problems faced by this field of studies and share some of my own critical reflections on how this field might move forward in the future, speaking from the position of a researcher who has been engaged in this area of studies for close to three decades.

  12. Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning

    Tevdovska Elena Spirovska

    2015-12-01

    Full Text Available The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.

  13. Sign language perception research for improving automatic sign language recognition:

    Ten Holt, G.A.; Arendsen, J.; De Ridder, H; Doorn, A.J. van; Reinders, M.J.T.; E. A. Hendriks

    2009-01-01

    Current automatic sign language recognition (ASLR) seldom uses perceptual knowledge about the recognition of sign language. Using such knowledge can improve ASLR because it can give an indication which elements or phases of a sign are important for its meaning. Also, the current generation of data-driven ASLR methods has shortcomings which may not be solvable without the use of knowledge on human sign language processing. Handling variation in the precise execution of signs is an example o...

  14. Teaching culture in the Japanese language classroom: A NSW case study

    Caroline Mahoney

    2009-12-01

    Full Text Available This study examines, through a qualitative case study approach, how non-native-speaking (NNS Japanese language teachers in New South Wales (NSW teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL are being implemented in teachers’ classrooms.Two non-native-speaking (NNS Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teach culture as determined by language content, integrate language and culture teaching and teach culture as observable and factual. The study shows that both teachers view culture teaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teach culture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centred learning and how their status as NNS teachers affects their culture teaching.

  15. The Distance Learning of Foreign Languages: A Research Agenda

    White, Cynthia

    2014-01-01

    Research into the distance learning of languages is now established as a significant avenue of enquiry in language teaching, with evident research trajectories in several domains. This article selects and analyses significant areas of investigation in distance language learning and teaching to identify new and emerging gaps, along with research…

  16. Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom

    Gail McEachron

    2015-04-01

    Full Text Available Abstract Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society. The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012. The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans. In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities. The research questions that guide this inquiry are: (1 According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education? (2 According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK (Bristol and the United States (US (Henrico? Participants were: five UK teachers, four UK university students, five US teachers, four US university students. Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents. Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers. Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently. Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages.

  17. Corrective Feedback in Classrooms at Different Proficiency Levels: A Case Study of Chinese as a Foreign Language

    Liu Li

    2014-08-01

    Full Text Available This paper presents a study investigating the relationship between corrective feedback, students’ language proficiency and classroom communication orientation in classrooms of Chinese as a Foreign Language (CFL at a US university. Inspired by Lyster and Mori (2006, this comparative analysis of teacher-student interaction investigates the immediate effects of prompt, recast, and explicit correction on learner uptake and repair across three different Chinese proficiency levels. By use of two measurement tools—Error Treatment Model and COLT coding scheme, the study attempts to seek the distribution pattern of feedbacks and the sequent uptakes, as well as the impact of learners’ proficiency levels on the pattern of feedback and uptakes in CFL classrooms. Results show that recasts still remain the most common feedback type across the classes in this study. The uptake of feedback is influenced both by classroom communication orientation and the students’ language proficiency.

  18. Doing Culture, Doing Race: Everyday Discourses of "Culture" and "Cultural Difference" in the English as a Second Language Classroom

    Lee, Ena

    2015-01-01

    While current conceptualisations of the inextricable connection between language and culture in English language education are largely informed by complex sociocultural theories that view culture as constructed in and through social practices among people, classroom practices continue to be influenced by mainstream discourses of culture that…

  19. Fostering Intercultural Communicative Competence in the Foreign Language Classroom: Pedagogical Implications

    Vicente Beltrán-Palanques

    2014-06-01

    Full Text Available The development of learners' communicative competence has been regarded as the major goal of foreign and second language teaching. Several authors have advanced various communicative models in order to better explain how language teaching and learning work (e.g. Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Celce-Murcia et al. 1995; Usó-Juan & Martínez-Flor 2006. One of the elements of the communicative model is that of intercultural competence (Byram, 1997; Usó-Juan & Martínez-Flor, 2008. This competence has been defined by Meyer (1991, p. 137 as "the ability of a person to behave adequately in a flexible manner when confronted with actions, attitudes and expectations of representatives of foreign cultures". Cultural dimensions play a paramount role in learners' learning process; however, there is not apparently a particular approach for its integration in the language classroom. Taken into account those aspects, in this paper, I attempt to provide an instructional approach for the integration of culture in the language classroom so as to foster learners' communicative competence. The present paper presents first a revision of different communicative models, then, a description of the notion intercultural competence is provided. Finally, an instructional approach for the teaching of this particular competence is proposed.

  20. Deep ocean research meets the special education classroom

    Turner, A.; Turner, M.; Edwards, K. J.; Scientific Team Of Iodp Expedition 327

    2010-12-01

    The scientific activities carried out on board the JOIDES Resolution during IODP Expedition 327: Juan de Fuca Hydrogeology (summer 2010) are exciting to elementary-level students and provide an excellent opportunity to use that enthusiasm to teach concepts outlined in state-mandated curricula. This is especially important for special education classrooms where individualized education plans are implemented to bring students up to these standards when regular classrooms have failed to do so. Using concepts from drilling and coring to geobiology and sedimentology, we have developed cross-curricular lesson plans for elementary special education students with learning and cognitive disabilities. All lesson plans include hands-on, visual and auditory activities and are aimed at using students' natural interest in real research to drive home simple concepts like integers, geography, pressure and descriptive writing. Because special education classrooms more often than not include children with variable abilities in all subjects, the lesson plans developed in this project can be adapted for several levels so that every child in the classroom can participate.

  1. The application of language-game theory to the analysis of science learning: Developing an interpretive classroom-level learning framework

    Ahmadibasir, Mohammad

    In this study an interpretive learning framework that aims to measure learning on the classroom level is introduced. In order to develop and evaluate the value of the framework, a theoretical/empirical study is designed. The researcher attempted to illustrate how the proposed framework provides insights on the problem of classroom-level learning. The framework is developed by construction of connections between the current literature on science learning and Wittgenstein's language-game theory. In this framework learning is defined as change of classroom language-game or discourse. In the proposed framework, learning is measured by analysis of classroom discourse. The empirical explanation power of the framework is evaluated by applying the framework in the analysis of learning in a fifth-grade science classroom. The researcher attempted to analyze how students' colloquial discourse changed to a discourse that bears more resemblance to science discourse. The results of the empirical part of the investigation are presented in three parts: first, the gap between what students did and what they were supposed to do was reported. The gap showed that students during the classroom inquiry wanted to do simple comparisons by direct observation, while they were supposed to do tool-assisted observation and procedural manipulation for a complete comparison. Second, it was illustrated that the first attempt to connect the colloquial to science discourse was done by what was immediately intelligible for students and then the teacher negotiated with students in order to help them to connect the old to the new language-game more purposefully. The researcher suggested that these two events in the science classroom are critical in discourse change. Third, it was illustrated that through the academic year, the way that students did the act of comparison was improved and by the end of the year more accurate causal inferences were observable in classroom communication. At the end of the study, the researcher illustrates that the application of the proposed framework resulted in an improved version of the framework. The improved version of the proposed framework is more connected to the topic of science learning, and is able to measure the change of discourse in higher resolution.

  2. Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

    Graham-Marr Alastair

    2015-01-01

    Full Text Available Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.

  3. Students and Teachers' Reasons for Using the First Language Within the Foreign Language Classroom (French and English) in Central Mexico Razones de alumnos y maestros sobre el uso de la primera lengua en el salón de lenguas extranjeras (francés e inglés) en el centro de México

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

    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 learning ...

  4. The Impact of a Professional Development Program on English Language Teachers' Classroom Performance (El impacto de un programa de desarrollo profesional en el desempeño en clase de profesores de lengua inglesa)

    Giraldo, Frank

    2014-01-01

    This article reports the findings of an action research study on a professional development program and its impact on the classroom performance of in-service English teachers who worked at a language institute of a Colombian state university. Questionnaires, semi-structured interviews, class observations, and a researcher's journal were used as…

  5. Elementary english language instruction: colombian teachers’ classroom practices

    Cadavid Múnera Isabel Cristina; McNulty María; Quinchía Ortiz Diana Isabel

    2009-01-01

    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 te...

  6. The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program (Articulación de Prácticas de Investigación Formativa con los Proyectos de Aula de las Clases de Lengua y Cultura Anglófona en un Programa de Licenciatura en Lengua Extranjera)

    Marroquín, Paula Ramírez

    2015-01-01

    This article shows the results of a research project which searched to answer how to articulate formative research with classroom projects in an undergraduate English teaching program. To accomplish the purpose of this paper, the document will focus on the two specific objectives of this qualitative research: document revision, and knowing about…

  7. Astronomy Village: Multimedia and Authentic Research in the Classroom

    Croft, S. K.; Pompea, S. M.

    2003-12-01

    Two recent trends in American science education are: the use of technology in the classroom, and the development of inquiry-based science curricula that model authentic scientific research in the classroom. Two products have been developed in recent years at the Center for Educational Technology to test the ability of multimedia to put effective research models into the classroom: Astronomy Village: Investigating the Universe (AV-IU), and Astronomy Village: Investigating the Solar System (AV-ISS). AVIU is designed for high school students and deals with topics mostly in stellar and galactic astronomy, while AVISS is designed for middle school students and deals with topics in astrobiology and planetary geology. The objective of both products is to engage students in scientific inquiry by having them acquire, explore, and analyze real scientific data and images drawn from real scientific problems. By doing "hands-on" activities both on and off-line, the students would gain an understanding of scientific concepts and how science works. The challenge is to guide students through an investigation using a stand-alone multimedia CD-ROM. The central device for guidance in both products is the "Research Path Diagram," a visual representation and interactive model of the scientific process. In the earlier AV-IU, the "path" was linear and each investigation was independent. In the later AV-ISS, the path is circular and investigations are linked, so that students can see how research activities are in a sense cyclical and build on one another. While even the AV-ISS version is still not a truly accurate representation of the sometimes tortuous path trod by the research scientist, both models provide a good framework for approximating real research in a multimedia environment. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.

  8. Examining the literacy component of science literacy: 25 years of language arts and science research

    Yore, Larry D.; Bisanz, Gay L.; Hand, Brian M.

    2003-06-01

    This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique. The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning. Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science literacy - among them are critical listening and reading of various sources, multi-media presentations and representations, effective debate and argument, quality explanation and the role of information and communication technologies/environments.

  9. Language in the Classroom: Studies of the Pygmalion Effect

    Williams, Frederick; Whitehead, Jack L.

    1971-01-01

    Research is reported on the degree to which the speaker characteristics of children can be related to the attitudes of teachers, in the absence, and in the presence of additional visual information about the speaker. (JM)

  10. Corpus in Foreign Language Teaching and Research

    Xin-ping ZHOU

    2006-12-01

    Full Text Available Corpus-based language research has been long prospered since the middle of last century. Corpus is therefore frequently used in foreign language (mostly English teaching and research due to the fundamental principles of modern Corpus Linguistics along with the colorful resources of word-banks and the corresponding tools, especially in western countries. In China, the related literature found its way from introducing the foreign researches to our own practice into this field. As a conclusion, corpus and Corpus Linguistics can be closely connected with and widely applied in foreign language teaching and research with a predictable bright future.
    Keywords: corpus, Corpus Linguistics, foreign language teaching and research
    Résumé Le moyen de recherches sur le corpus a connu un développement rapide depuis le milieu du siècle précédent et a atteint la maturité aujourd’hui. En raison de l’importance de la linguistique de corpus et de la méthode de recherches sur le corppus, et étant donné ses ressources riches ainsi que les facilités apportées par les outils de recherche, le corpus est appliquée amplement dans les recherches linguistiques notamment dans celles de l’anglais. A l’étranger, l’étude de la linguistique de corpus a débuté tôt et a donné beaucoup de fruits ; le travail du milieu des langues étrangères chinois dans ce domaine a commencé par la présentation du corpus étranger et sa situation d’étude, et puis procède à des applications pratiques. En somme, il existe des relations étroites et diverses entre le corpus et les recherches de l’enseignement-apprentissage des langues étrangères, et les recherches de l’enseignement-apprentissage des langues étrangères basant sur le corpus présente une bonne perspective.
    Mots-clés: corpus, linguistique de corpus, recherches de l’enseignement-apprentissage des langues étrangères
    摘 要 語料���研究方法自上個世紀中葉以來迅速發展,到今天已空前繁榮。由於語料庫語言學和語料庫研究方法的重要性,又由於豐富的語料庫資源及檢索工具提供了實踐的可能和便利,語料庫被廣泛應用於語言研究特別是英語教學研究中。國外語料庫語言學研究起步早,成果多;我國外語界在這方面的工作主要是從介紹國外語料庫及其研究現狀開始,然後進行一些應用實踐。總之,語料庫與外語教學研究有著緊密的、多層面的關係,基於語料庫的外語教學研究大有可為、前景廣闊。
    關鍵詞:語料庫;語料庫語言學;外語教學研究

  11. A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

    Dooly, Melinda; Masats, Dolors

    2015-01-01

    This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have

  12. A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

    Dooly, Melinda; Masats, Dolors

    2015-01-01

    This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

  13. Students on the Beamline: classroom, research, and discovery

    Patry, J.; Walker, T.

    2012-12-01

    High level research is mainly the focus of trained scientists who possess a science specific background. The Canadian Light Source outreach service has developed a two stage research immersion approach which brings together students, teachers, and renowned scientists: Students on the Beamline. The first stage offers a training session for teachers to develop their professional competencies in regards to authentic science research and the synchrotron facility. During the second stage, students from classrooms apply a research protocol of their own design with the help of their teacher and synchrotron scientists. During this presentation, we will first explain the professional approach of the training. In the second part, two experiments designed by students will be presented which are geophysically based so to speak: Study of the Meteoritic Melt Sheet of the Manicouagan Basin and Effects of Olivine on the capture of NOx. Results have shown that teachers bring in the classroom a more authentic and new experience in research application. As for the students, their unique research has contributed to the increase of our knowledge and a better understanding of the scientific inquiry process.Scientist and teacher working together on the synchrotron

  14. WHY CORRUPTION MAY HAPPEN?: A CLASSROOM ACTION RESEARCH

    Anita Maharani

    2014-01-01

    The Anti Corruption course is one of several ways of anti-corruption’s campaign in Indonesia’s higher education system. In terms of education, the Anti Corruption’s curriculum were prepared and developed by Indonesia’s ministry of education, but in practice it is possible for lecturers to creatively modify the way of delivering subjects to students. The purpose of this study is to explore student perspectives on what causes corruption. The researches itself is a classroom action research, and...

  15. Children's Use of Language and Pictures in Classroom Inquiry

    Gray, Esther Cappon

    2006-01-01

    The article examines third graders who use reading, speaking, writing, gestures, and visual representation strategically in their inquiry research and to share what they learn. Examples of their speaking, writing and drawing shows their developing skill in choosing semiotic meaning-making systems appropriately for the purpose of developing their

  16. Student Voices: The Missing Link in the Spanish Heritage Language Debate

    Ducar, Cynthia M.

    2008-01-01

    Though much of the research looking at the issue of language in the Spanish heritage language field is intended to guide the Spanish heritage language teacher in the classroom, students' voices are often stifled. This article fills this gap by giving voice to students' opinions on language use in the Spanish heritage language classroom. Survey…

  17. Getting Used to Content and Language Integrated Learning: What Can Classroom Interaction Reveal?

    Lo, Yuen Yi; Macaro, Ernesto

    2015-01-01

    Bilingual programmes in which an L2 is used as the medium of instruction are becoming popular in different parts of the world, and content and language integrated learning (CLIL) is one variant of such programmes. Recent research on CLIL has gradually shifted from product-oriented (i.e. evaluating the effectiveness of CLIL in terms of language and

  18. Reenvisioning Language Anxiety in the Globalized Classroom through a Social Imaginary Lens

    De Costa, Peter I.

    2015-01-01

    The last three decades have witnessed a notable growth in research on affect. Among the various affective variables, foreign language anxiety has been heavily studied. This interest in foreign language anxiety is consistent with increased attention to emotions in the neurosciences, cognitive psychology, and the social sciences. Instead of…

  19. MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom

    Abdous, M'hammed; Camarena, Margaret M.; Facer, Betty Rose

    2009-01-01

    Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students.

  20. MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom

    Abdous, M'hammed; Camarena, Margaret M.; Facer, Betty Rose

    2009-01-01

    Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students.…

  1. Getting Used to Content and Language Integrated Learning: What Can Classroom Interaction Reveal?

    Lo, Yuen Yi; Macaro, Ernesto

    2015-01-01

    Bilingual programmes in which an L2 is used as the medium of instruction are becoming popular in different parts of the world, and content and language integrated learning (CLIL) is one variant of such programmes. Recent research on CLIL has gradually shifted from product-oriented (i.e. evaluating the effectiveness of CLIL in terms of language and…

  2. The Pedagogical Mediation of a Developmental Learner Corpus for Classroom-Based Language Instruction

    Julie A. Belz

    2008-10-01

    Full Text Available Although corpora have been used in language teaching for some time, few empirical studies explore their impact on learning outcomes. We provide a microgenetic account of learners’ responses to corpus-driven instructional units for German modal particles and pronominal da-compounds. The units are based on developmental corpus data produced by native speakers during interactions with the very learners for whom the units are designed. Thus, we address the issue of authentication in corpus-driven language pedagogy. Finally, we illustrate how an ethnographically supplemented developmental learner corpus may contribute to second language acquisition research via dense documentation of micro-changes in learners’ language use over time.

  3. Learner Strategy Training in the Classroom: An Action Research Study.

    Nunan, David

    1996-01-01

    Reports on an action research project that involved strategy training for several groups of first-year undergraduate students at the University of Hong Kong. The strategy training was used to experiment with ways of making students more active participants in their language learning. (Author/CK)

  4. The relationship between conceptual metaphors and classroom management language: reactions by native and non-native speakers of English

    Graham Low

    2009-04-01

    Full Text Available The use of the target language to manage a class and organise its work represents one of the few genuinely communicative uses of the target language in many formal foreign-language or bilingual-education teaching situations. It is thus important that both teachers and learners understand and know how to use the key expressions involved. These tend to be highly metaphoric (Low, 2008 with one particularly productive conceptual metaphor involving the JOURNEY (or TRAVEL source domain seemingly standing out. There seems to have been little investigation to date into whether or not learners whose first language is not English actually understand the expressions involved in such classroom management language. Moreover, with the recent growing interest in the area of content-based learning, there is increasing pressure on language teachers, whose first language is not English, to use English as their classroom management language. Our first aim was to look at whether the acceptability judgements for classroom management expressions offered by non-native speaking teachers of English resembled those of native speakers, and whether these judgements reflected corpus findings regarding the frequency of usage in spoken English. To do this, we analysed native and non-native speaker responses to a short questionnaire. Our second aim was to look at how non-native speakers of English perceive the meanings of these expressions, comparing our findings to native speaker judgements and corpus results.

  5. Jazyk komunikace ve výuce anglického jazyka v České republice: míšení jazyků / The language of communication in English classrooms in the Czech Republic: Mixing languages

    Petr Najvar

    2013-12-01

    Full Text Available The paper deals with classroom communication. More specifically, it focuses on issues connected with the usage of English as the target language and Czech as the mother tongue in lessons of English as a foreign language in primary and lowersecondary schools in the Czech Republic. 89 English lessons were analysed and the proportion between English and Czech used in the sample lessons was established in order to show how the two languages are mixed in the lessons. The analysis of the number of words uttered in the lessons showed that teachers used Czech more than English but students said more English words than Czech words. When operationalized in terms of time, the use of language was equally balanced between the target language and the mother tongue. Another perspective described in the paper is one of opportunities that the teacher creates for the students to practice different language skills. Great differences in using the mother tongue and the target language were found between individual teachers, which is in line with the findings of a number of similar research studies. Towards the end of the paper, five typical situations of mixing languages are briefly presented.

  6. The Power of Story in the ESL Classroom

    Nicholas, Bonnie J.; Rossiter, Marian J.; Abbott, Marilyn L.

    2011-01-01

    Although considerable research has examined the use of literature in the second language (L2) classroom, there has been less investigation into the integration of learners' personal stories in the English as a second language (ESL) classroom. Following Wajnryb's (2003) categorizations of story as language learning, genre, and the creation of what…

  7. THE ROLE OF OUTPUT AND FEEDBACK IN SECOND LANGUAGE ACQUISITION: A CLASSROOM-BASED STUDY OF GRAMMAR ACQUISITION BY ADULT ENGLISH LANGUAGE LEARNERS

    Ewa Donesch-Jezo

    2011-01-01

    Full Text Available Second language acquisition (SLA has been a concern of many teachers and researchers since the early 1960s.One of the issues related to SLA has been finding the techniques which effectively focus the learners’ attention on the target form.A number of theories and methods have been advocated for this purpose, ranging from implicit options to more explicit ones. Although each of the suggested methods has its own advantages,they have, so far, proved insufficient to get learners to be able to notice the gap between their own interlanguage forms and the target language forms. Swain (1995, 1998 has argued that apart from providing the learners with comprehensible input, comprehensible output also plays a beneficial role in L2 acquisition. By encouraging the learners to speak or write in the L2 and providing them with the opportunities to do so, the learners can notice that they are not able to say what they want to say in the target language. On the basis of Swain’s output hypothesis, we assumed that encouraging adult learners (university students to produce target-like output would promote their achievement of the grammatical competence necessary for producing academic tests. The purpose of this article is to present the evidence from a classroom-based, small-scale study of the effect of output on learner acquisition of L2 modal verbs, adjectives and adverbs conveying the meanings of uncertainty, all of which are parts of speech that are important metadiscourse items. The results of the present study suggest that an approach in which students are encouraged to produce comprehensible output, combined with their being provided with learning reinforcement ensured by appropriate feedback, can be an effective source of establishing long-lasting grammatical accuracy in the students’ target language.

  8. The role of teachers classroom discipline in their teaching effectiveness and students language learning motivation and achievement: A path method

    Mehrak Rahimi; Fatemeh Hosseini Karkami

    2015-01-01

    This study investigated the role of EFL teachers classroom discipline strategies in their teaching effectiveness and their students motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression) to discipline the classroom. The students evaluated their teachers teaching effectiveness by completing effecti...

  9. The Zooniverse: Cutting Edge Scientific Research in the Classroom

    Borden, K. A.; Whyte, L. F.; Smith, A.; Tarnoff, A.; Schmitt, H.

    2012-12-01

    Increasingly scientists and researchers from a multitude of disciplines are finding themselves inundated with more data than they could possibly interpret in a lifetime. Computers can be used entirely or partially for some data analysis; but there are some tasks that are currently best suited to human eyes, ears and brains. Zooniverse (www.zooniverse.org) invites members of the public to help researchers analyze and interpret data. To date, hundreds of thousands of volunteers have been involved in classifying images, interpreting sounds and transcribing texts. Zooniverse citizen scientists are providing valuable analyses across a variety of fields, from the hunt for exoplanets in Planet Hunters (planethunters.org) to the transcription of Greek papyri in Ancient Lives (ancientlives.org). Multiple academic publications have resulted from the combined efforts of the Zooniverse community and science teams demonstrating that citizen science is more than ever becoming a well-established method of doing research. Unlike most research projects the data, analysis and interactions with the science teams have an established and visible online presence through the project website and related discussion sites and blogs. These in themselves provide a valuable classroom resource, an opportunity for free and easy access to cutting edge scientific research. Anecdotal evidence exists that teacher can and already do use Zooniverse projects. By providing a rich and varied scaffolding to accompany the Zooniverse projects the opportunity exists for bringing citizen scientists to a wider classroom audience. An audience that may include non-specialist teachers, who require additional support to deliver challenging content, or time strapped educators who haven't the time to develop their own accompanying resources to weave Zooniverse projects into their lessons. During the session we will discuss the recent Zooniverse projects specifically designed to support and promote classroom adoption locally, within the Chicago Public School (CPS) system and nationally within the United States. Introducing ZooTeach, a website where educators may share and search for lesson plans, activities, and resources. Beyond a simple lesson plan repository, ZooTeach is a community where educators are encouraged to modify, comment on, and otherwise actively participate in the educational efforts of Zooniverse. Teacher workshops run at Adler have and will continue to have the dual effect of promoting the Zooniverse and it's educational effort while increasing the pool of resources available nationally via ZooTeach. In house developed teacher guides and interactive tools allowing for the collection and manipulation of data will further enhance the classroom education experience and further lower the bar for entry into the world of citizen science.

  10. When Commas Meet Kryptonite: Classroom Lessons from the Comic Book Project. Language and Literacy Series

    Bitz, Michael

    2010-01-01

    This definitive book presents the newest research linking graphic narratives and literacy learning, as well as the tools teachers will need to make comic book projects a success in their classrooms. The Comic Book Project (www.comicbookproject.org) is an internationally celebrated initiative where children plan, write, design, and publish original

  11. When Commas Meet Kryptonite: Classroom Lessons from the Comic Book Project. Language and Literacy Series

    Bitz, Michael

    2010-01-01

    This definitive book presents the newest research linking graphic narratives and literacy learning, as well as the tools teachers will need to make comic book projects a success in their classrooms. The Comic Book Project (www.comicbookproject.org) is an internationally celebrated initiative where children plan, write, design, and publish original…

  12. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Hadi Hadi

    2006-01-01

    Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are ...

  13. Changes in science classrooms resulting from collaborative action research initiatives

    Oh, Phil Seok

    Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a variety of pedagogical functions. Students perceived Group-Investigations and Peer Assessments as positive in that they contributed to realizing constructivist features in their classrooms. The students also reported that they gained several learning outcomes through Group-Investigations, including more positive attitudes, new knowledge, greater learning capabilities, and improved self-esteem. However, the Group-Investigation and Peer Assessment methods were perceived as negative and problematic by those who had rarely been exposed to such inquiry-based, student-centered approaches.

  14. Connections beyond the Foreign Language Classroom: Dimension '99. Selected Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the Foreign Language Association of Virginia (Virginia Beach, Virginia, March 11-13, 1999).

    Alley, David, Ed.; Cherry, C. Maurice, Ed.

    These eight papers focus on connections beyond the foreign language classroom. They include the following: (1) "Intercultural Communities: Rethinking Celestin Freinet" (Helene Gresso and Lara Lomicka); (2) "Beyond the Foreign Language: Making Connections Through Recorded Oral Histories" (John Chaston); (3) "Information into Action: Ideas for the…

  15. Trends in Qualitative Research in Language Teaching since 2000

    Richards, Keith

    2009-01-01

    This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the…

  16. Psycholinguistic Techniques and Resources in Second Language Acquisition Research

    Roberts, Leah

    2012-01-01

    In this article, a survey of current psycholinguistic techniques relevant to second language acquisition (SLA) research is presented. I summarize many of the available methods and discuss their use with particular reference to two critical questions in current SLA research: (1) What does a learner's current knowledge of the second language (L2)…

  17. The Relationship between SLA Research and Language Pedagogy: Teachers' Perspectives

    Nassaji, Hossein

    2012-01-01

    There is currently a substantial body of research on second language (L2) learning and this body of knowledge is constantly growing. There are also many attempts in most teacher education programs around the world to inform practicing and prospective L2 teachers about second language acquisition (SLA) research and its findings. However, an

  18. Natural Language Processing in Game Studies Research: An Overview

    Zagal, Jose P.; Tomuro, Noriko; Shepitsen, Andriy

    2012-01-01

    Natural language processing (NLP) is a field of computer science and linguistics devoted to creating computer systems that use human (natural) language as input and/or output. The authors propose that NLP can also be used for game studies research. In this article, the authors provide an overview of NLP and describe some research possibilities

  19. Trends in Qualitative Research in Language Teaching since 2000

    Richards, Keith

    2009-01-01

    This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the

  20. The Relationship between SLA Research and Language Pedagogy: Teachers' Perspectives

    Nassaji, Hossein

    2012-01-01

    There is currently a substantial body of research on second language (L2) learning and this body of knowledge is constantly growing. There are also many attempts in most teacher education programs around the world to inform practicing and prospective L2 teachers about second language acquisition (SLA) research and its findings. However, an…

  1. Natural Language Processing in Game Studies Research: An Overview

    Zagal, Jose P.; Tomuro, Noriko; Shepitsen, Andriy

    2012-01-01

    Natural language processing (NLP) is a field of computer science and linguistics devoted to creating computer systems that use human (natural) language as input and/or output. The authors propose that NLP can also be used for game studies research. In this article, the authors provide an overview of NLP and describe some research possibilities…

  2. Helping First-Year Undergraduates Engage in Language Research

    Wyatt, Mark; Pasamar Márquez, Carmen

    2016-01-01

    Adopting an "exploratory action research" design and drawing primarily on a reflective journal and interviews, this study recounts the process of supporting first-year Applied Languages students (learning French, German and Spanish) as they started to engage in language research. Certain challenges they faced in engaging with the…

  3. Investigation of the Application of Communicative Language Teaching in the English Language Classroom -- A Case Study on Teachers' Attitudes in Turkey

    Coskun, Abdullah

    2011-01-01

    This qualitative study aimed to reveal whether teachers' classroom practices overlap with their attitudes towards certain features of Communicative Language Teaching (CLT) such as pair and group-work activities, fluency and accuracy, error correction and the role of the teacher. Before conducting an open-ended questionnaire with two teachers of…

  4. How Much L1 Is Too Much? Teachers' Language Use in Response to Students' Abilities and Classroom Interaction in Content and Language Integrated Learning

    Lo, Yuen Yi

    2015-01-01

    In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a 'realistic' approach to the learning problems caused by students' limited L2…

  5. Corpora, classroom and context: the place of spoken grammar in English language teaching

    Timmis, Ivor

    2003-01-01

    The main research question investigated in this thesis is: In an era when English is increasingly used in international contexts, how relevant are the grammatical findings of native speaker spoken corpora in the ELT classroom? In terms of original research data, the thesis draws, initially, on data from a large-scale quantitative survey into the attitudes of students and teachers to conforming to native speaker norms. The data from this survey shows that a desire to conform to native speak...

  6. Developing Competencies for Using the Interactive Whiteboard to Implement Communicative Language Teaching in the English as a Foreign Language Classroom

    Cutrin Schmid, Euline

    2010-01-01

    This paper discusses the findings of a case study conducted with an English as a Foreign Language (EFL) teacher at a German secondary school. This case study is part of a research project that investigates the new competencies that EFL teachers need to acquire in order to be able to use the interactive whiteboard (IWB) to develop their practice,…

  7. Syntax mentioned seven times in the CEFR – and how many times at school, in foreign language classrooms?

    Darja Mertelj

    2015-01-01

    Full Text Available In the teaching of foreign languages, complex-clause syntax does not seem to have had an established role over the last 20 years, especially within the communicative approach and, of course, the CEFR. It was previously part of methods which stressed formal approaches to foreign languages and their being taught, but not of natural, acquisition-based methods. With the communicative approach, two important premises were introduced: authentic texts and grammar as a tool when necessary. This is one probable reason why explicit, complex-clause syntax is hardly mentioned in the CEFR, even though it is implicitly present in descriptors, even though it is particularly recognisable in those for writing skills, and even though we know that it can be used for all four skills, as well as to guide learners towards some self-directed learning about language features. To date, in the era of the communicative approach, not much is known about the role of complex-clause syntax in foreign/second language classrooms, in particular from the learners’ viewpoint. In order to bridge this research gap, the paper analyses a questionnaire among learners in secondary schools that looked at their perspectives regarding the (possible role of syntax. The examined aspects consider its role for the four skills, and the benefits of knowing syntax; implicitly, the paper touches on some affective factors and related methodological approaches, along with problems concerning the teaching of syntax. The findings are based on quantitative data; an evaluation of the need for complex-clause syntax is included, and some pedagogical implications are presented.

  8. Does equal access mean treat the same? From theory to practice in the classroom of the English as an Additional Language learner in Ireland - towards a transformative agenda.

    Kelly, Niamh

    2013-01-01

    While a substantial body of research exists on First and Second Language Acquisition (SLA), research on the language acquisition process that a language minority student goes through when they are acquiring a second language in an environment where both the host language and the language of instruction is the second language has been largely unexplored. Pedagogical practices that espouse language learning theories facilitate both the language development and integration of the language minori...

  9. Negotiating and appropriating new literacies in English language classrooms in Hong Kong primary schools : economies of knowledge, attention and enjoyment

    Lo, Margaret Muann

    2014-01-01

    In the context of social and economic globalisation, the nature and uses of literacy have been profoundly impacted by information technologies, giving rise to an increasing variety of multimodal, digitally mediated texts, practices and relationships called new literacies. This study explores how new literacies were taken up by teachers and students in English Language (English as a Second/Foreign Language) classrooms in Hong Kong primary schools. Set within a government funded project aimed a...

  10. The Mismatch between Non-native English as a Foreign Language (EFL) Teachers’ Grammar Beliefs and Classroom Practices

    Rabia Hos; Mustafa Kekec

    2014-01-01

    Teachers’ beliefs affect their classroom practices, whether these beliefs are implicit or explicit (Williams & Burden, 1997). However, there may be discrepancies between what teachers believe and practice. The purpose of this study was to investigate the mismatches between language instructors’ beliefs and practices regarding grammar teaching. The participants were non-native instructors of English as a foreign language (EFL). A 12-item qualitative questionnaire was used for t...

  11. Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

    Dewaele, Jean-Marc; Al-Saraj, Taghreed M.

    2015-01-01

    The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that...

  12. T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

    Gallagher, Fiona; Colohan, Gerry

    2014-01-01

    This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a Geography through English CLIL classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching / translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighti...

  13. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Hadi Hadi

    2006-01-01

    Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

  14. Real Research In The Classroom - Solar Active Longitudes

    Stagg, T.; Gearen, M.; Jacoby, S. H.; Jones, H. P.; Henney, C. J.; Hill, F.

    2000-12-01

    We present a high-school level educational/research module for a project that improves computer and analytical skills and contributes new scientific results to the field of solar astronomy and physics. The module has been developed within the RET (Research Experience for Teachers) program as a new application of a cooperative project between the RBSE (Research-Based Science Education) initiative of the NSF and the NASA Education/Public Outreach program. The research goal is to improve our knowledge of the characteristics of solar active longitudes, where sunspots tend to cluster. In particular, the rotation rate of these regions is poorly known. It is suspected that the active longitude rotation rate (ALRR) is different from the rotation rate of the solar surface. If this is true, the ALRR can be compared with the internal rotation rate deduced by helioseismology providing an estimate of the active region depth. A good determination of the ALRR requires the measurement of the position of thousands of individual active regions, a step best done by interactive examination of images, selection of regions, and determination of heliographic position. These tasks are well-suited for high school students, who are thus provided with a motivation to improve their computer and scientific thinking skills. ScionImage (PC)/NIH Image (Macs) macros for this purpose have been developed which access a CD-ROM of 25 years of NSO/Kitt Peak magnetogram data and laboratory exercises developed previously for classroom use. In the future, a web site will be created for collecting the data from classrooms across the US, and for status reports on the results.

  15. Digital Literacy and Identity Formation in 21st Century Classrooms: Implications for Second Language Development

    Lavern Byfield; Crystal Shelby-Caffey; Heidi Bacon; Xiang Shen

    2016-01-01

    As technology is increasingly adapted for educational purposes, previous research has confirmed the impact of technology on English learners (ELs) literacy development. Given the increased attention to self-based studies in second language acquisition, this paper explores how ELs are motivated to learn a second language by pursuing the imagined selves, investing in the target culture, and negotiating identities in digitally mediated contexts. The motivational capacity of identity is discuss...

  16. A Survey of Current Datasets for Vision and Language Research

    Ferraro, Francis; Mostafazadeh, Nasrin; Ting-Hao; Huang; Vanderwende, Lucy; Devlin, Jacob; Galley, Michel; Mitchell, Margaret

    2015-01-01

    Integrating vision and language has long been a dream in work on artificial intelligence (AI). In the past two years, we have witnessed an explosion of work that brings together vision and language from images to videos and beyond. The available corpora have played a crucial role in advancing this area of research. In this paper, we propose a set of quality metrics for evaluating and analyzing the vision & language datasets and categorize them accordingly. Our analyses show that the most rece...

  17. Documenting and researching endangered languages: the Pangloss Collection

    Michailovsky, Boyd; Mazaudon, Martine; Michaud, Alexis; Guillaume, Sverine; Franois, Alexandre; Adamou, Evangelia

    2014-01-01

    The Pangloss Collection is a language archive developed since 1994 at the Langues et Civilisations Tradition Orale (LACITO) research group of the French Centre National de la Recherche Scientifique (CNRS). It contributes to the documentation and study of the world's languages by providing free access to documents of connected, spontaneous speech, mostly in endangered or under-resourced languages, recorded in their cultural context and transcribed in consultation with native speakers. The Co...

  18. The Ideological Production of Learner Identities in the World outside/inside the Classroom: Language Learning, Consumption, and National Belonging

    Ullman, Char

    2010-01-01

    Adult education ESOL teachers usually know a lot about learners' lives inside the classroom, but they are less aware of learners' lives outside that space. This article focuses on learner talk about "Ingles Sin Barreras," a heavily advertised English-language program for Spanish-speakers who want to learn English. I analyzed learner talk along…

  19. Newcomers Navigating Language Choice and Seeking Voice: Peer Talk in a Multilingual Primary School Classroom in Finland

    Mokkonen, Alicia Copp

    2013-01-01

    This article investigates how two young newcomers navigate an institutional policy of "English only" in a Finnish primary school and how this policy impacts opportunities for voice. From a discourse analytic and sociolinguistic perspective, the analysis takes an ethnographic path to a focal event of language conflict in the classroom. The analysis…

  20. Immersion versus Primary Language Effects for Growth in Spanish and English Letter-Word Identification among Children, Classrooms, and Schools

    Branum-Martin, Lee; Mehta, Paras D.; Francis, David J.

    2011-01-01

    This study estimates program effects (English immersion versus primary language instruction using varying degrees of Spanish) upon English and Spanish word identification in the context of changing classrooms (cross-classification) from kindergarten through second grade. Letter-word identification is an important predictor of early reading…

  1. The Diffusion of Innovations in Education: A Study of Secondary English Language Arts Teachers' Classroom Technology Integration

    Thayer, Kelly Keener

    2013-01-01

    This study explored secondary English Language Arts teachers' experiences using digital technologies in their classrooms, as presented in two key journals in the English Education field: the "Journal of Adolescent and Adult Literacy" ("JAAL"), sponsored by the International Reading Association, and "English…

  2. Newcomers Navigating Language Choice and Seeking Voice: Peer Talk in a Multilingual Primary School Classroom in Finland

    Mokkonen, Alicia Copp

    2013-01-01

    This article investigates how two young newcomers navigate an institutional policy of "English only" in a Finnish primary school and how this policy impacts opportunities for voice. From a discourse analytic and sociolinguistic perspective, the analysis takes an ethnographic path to a focal event of language conflict in the classroom. The analysis

  3. Balancing Communication and Grammar in Beginning-Level Foreign Language Classrooms: A Study of Guided Planning and Relativization

    Mochizuki, Naoko; Ortega, Lourdes

    2008-01-01

    This study investigated whether pre-task planning that embeds grammatical guidance to attend to a specific L2 form might be a suitable pedagogical choice in beginning-level foreign language classrooms. First-year high school students of English in Japan were asked to do an oral story-retelling task with a class partner under one of three…

  4. The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children

    Nielson, Diane Corcoran; Friesen, Lisa Dinner; Fink, Judy

    2012-01-01

    This study examined the effectiveness of a model of language-focused instruction, delivered by the classroom teacher, on the vocabulary and narrative development of kindergarten children living in high-poverty conditions. There were 22 participants, the majority significantly behind their peers on standardized measures of vocabulary and narrative

  5. A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms

    Williams, Kent

    2013-01-01

    This paper will provide a review of research--regarding explicit grammar instruction--that groups recent studies into three main categories and then sub-categorizes these studies under key terms in second language acquisition (SLA) research. The overall purpose of this paper is to argue that in light of these issues, recent studies have shown that

  6. O processo de conscientização na sala de aula de língua espanhola = The awareness process in a Spanish language classroom

    Carla Mayumi Meneghini

    2013-02-01

    Full Text Available Este artigo trata do processo de conscientização desenvolvido pelos alunos em uma sala de aula de espanhol como língua estrangeira de um Centro de Estudos de Línguas do interior do Estado de São Paulo. Considerou-se como arcabouço teórico a pedagogia freireana (FREIRE, 1980, 1984, 1987, 1999, 2000 além de autoras que tiveram como referencial teórico Paulo Freire e relacionaram sua pedagogia ao ensino de línguas estrangeiras (WALLERSTEIN, 1983; SCHLEPPEGRELL, 1997. É uma pesquisa de natureza qualitativa, que focalizou uma prática de pesquisa-ação em uma sala de aula de espanhol, na qual se implementou um planejamento freireano, para verificar como se dava o uso da língua-alvo na sala de aula (MENEGHINI, 2001. Com a análise e a discussão dos dados, realizadas por meio da triangulação desses dados, considerando-se como dados primários as interações em sala de aula, constata-se que as tarefas problematizadoras são o meio para o desenvolvimento da conscientização por parte dos alunos sobre a realidade que os cerca.This article discusses the awareness process of students in a Spanish as a foreign language classroom, at a Centre of Language Studies in a city in the state of São Paulo, Brazil. The frame of reference is Paulo Freire’s pedagogy (FREIRE, 1980, 1984, 1987, 1999, 2000, Wallerstein (1983 and Schleppegrell (1997’s investigations which are important to the comprehension of the relation between Freirean’s pedagogy and the language teaching. This is a qualitative research and it focuses on action research practice in a Spanish language classroom, in which a syllabus based on Paulo Freire’s pedagogy was implemented in order to verify how the target language was used in the classroom (MENEGHINI, 2001. Data analysis and discussion are based on data triangulation and classroom interactions are taken on primary data. The implementation of this research suggests that the problem posing tasks on themes chosen from the student's realities are the way which leads to the awareness.

  7. CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Design in Language-Oriented Versions of Content and Language Integrated Learning

    Fernández Fontecha, Almudena

    2012-01-01

    A shortage of materials and guidelines that link CLIL theory to classroom practice has been reported in research about the European context. In all versions of CLIL implementation, the sequence of non-linguistic contents should be the point of departure for the sequence of linguistic contents. However, the teacher’s previous work to materials delivery will differ depending on the particularities of each possible CLIL scenario. In content-oriented versions of CLIL, the non-linguistic contents ...

  8. GLOBE at Night: Scientific Research outside of the Classroom

    Henderson, S.; Walker, C. E.; Geary, E.; Pompea, S. M.

    2005-12-01

    Increased and robust understanding of our environment requires learning opportunities that take place outside of the traditional K-12 classroom and beyond the confines of the school day. GLOBE at Night is a new event within The GLOBE Program that provides a mechanism for a nontraditional learning activity involving teachers, students, and their families taking observations of the night sky around the world and reporting their observations via a central data base for analysis. To support activities centered on authentic research experiences such as GLOBE at Night, The GLOBE Program has changed its approach to professional development (PD). The new focus of GLOBE PD efforts is centered on teachers being able to facilitate student research in and out of the classroom reflective of authentic scientific research experiences. It has been recognized that there is a critical need for effective teacher professional development programs that support teacher involvement in meaningful scientific research that encourages partnerships between scientists, teachers, and students. Partnerships promoting scientific research for K-12 audiences provides the foundation for The GLOBE Program, an international inquiry-based program designed to engage teachers with their students in partnership with research scientists to better understand the environment at local, regional, and global scales. GLOBE is an ongoing international science and education program that unites students, teachers, and scientists in the study of the Earth System. Students participating in GLOBE engage in hands-on activities, including the collection, analysis, and sharing of research quality scientific data with their peers around the world. Students interact with members of the science community who use the data collected from locations around the world in their research - data that would often not be available otherwise. As of September 2005, over 30,000 teachers representing over 16,000 schools worldwide have participated in GLOBE workshops resulting in over 13 million environmental measurements reported by students to the GLOBE Web site. GLOBE at Night will utilize the GLOBE infrastructure and network to promote a week of night observations (February 2006) by teachers and students. The quality of the night sky for stellar observations is impacted by several factors, including human influences. GLOBE at Night will help scientists assess how the quality of the night sky varies around the world. The data that is collected will be accessible via the GLOBE Web site by scientists studying light pollution and will be available for use by teachers and students worldwide. GLOBE at Night is a collaborative effort of the NASA-sponsored GLOBE Program and the National Optical Astronomy Observatory (NOAO).

  9. Getting real in the language classroom: developing Japanese students' communicative competence with authentic materials

    Gilmore, Alexander

    2008-01-01

    The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. It was hypothesised that the ‘richer’ input provided by authentic materials, combined with appropriate awareness-raising activities, would be better able to develop a range of communicative competencies in learners (linguistic, pragmalinguistic, sociopr...

  10. Developing the language of thinking within a classroom community of inquiry: pre-service teachers' experiences

    Lena Green; Janet Condy; Agnes Chigona

    2012-01-01

    We argue that the "community of inquiry" approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist ofshort stories ofclassroom life designed to elicit children's ideas for further discussion as a community of inquiry. Research has shown that the community of inquiry approach to classroom discussion is ...

  11. Validation of A Learning Environment Instrument in Tertiary Foreign Language Classrooms in China

    Zheng Li

    2014-01-01

    This study validated the College and University Classroom Environment Inventory (CUCEI) in the context of Chinese tertiary education, which has not been investigated before. The research sample included 4617 first-year undergraduate students (116 classes) in two Chinese universities. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Data analysis shows that the CUCEI has robust validity and reliability after six items being deleted. The final solution of...

  12. Communicative Language Testing: Current Issues and Future Research

    Harding, Luke

    2014-01-01

    This article discusses a range of current issues and future research possibilities in Communicative Language Testing (CLT) using, as its departure point, the key questions which emerged during the CLT symposium at the 2010 Language Testing Forum. The article begins with a summary of the 2010 symposium discussion in which three main issues related…

  13. Sign Languages: Contribution to Neurolinguistics from Cross-Modal Research

    Malaia, Evie; Wilbur, Ronnie

    2010-01-01

    Using sign language research as an example, we argue that both the cross-linguistic descriptive approach to data, advocated by Evans and Levinson (2009), as well as abstract (‘formal’) analyses are necessary steps towards the development of “neurolinguistic primitives” for investigating how human languages are instantiated in the brain. PMID:20953339

  14. The Effect of New Technologies on Sign Language Research

    Lucas, Ceil; Mirus, Gene; Palmer, Jeffrey Levi; Roessler, Nicholas James; Frost, Adam

    2013-01-01

    This paper first reviews the fairly established ways of collecting sign language data. It then discusses the new technologies available and their impact on sign language research, both in terms of how data is collected and what new kinds of data are emerging as a result of technology. New data collection methods and new kinds of data are…

  15. Sign Languages: Contribution to Neurolinguistics from Cross-Modal Research

    Malaia, Evie; Wilbur, Ronnie

    2010-01-01

    Using sign language research as an example, we argue that both the cross-linguistic descriptive approach to data, advocated by Evans and Levinson (2009), as well as abstract (formal) analyses are necessary steps towards the development of neurolinguistic primitives for investigating how human languages are instantiated in the brain.

  16. The Effect of New Technologies on Sign Language Research

    Lucas, Ceil; Mirus, Gene; Palmer, Jeffrey Levi; Roessler, Nicholas James; Frost, Adam

    2013-01-01

    This paper first reviews the fairly established ways of collecting sign language data. It then discusses the new technologies available and their impact on sign language research, both in terms of how data is collected and what new kinds of data are emerging as a result of technology. New data collection methods and new kinds of data are

  17. Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition

    Burns, Anne; Freeman, Donald; Edwards, Emily

    2015-01-01

    The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher…

  18. The Flipped Classroom: Fertile Ground for Nursing Education Research.

    Bernard, Jean S

    2015-01-01

    In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC's current state of the science within higher education. Examination of this model's definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry. PMID:26167983

  19. Being Bilingual: Issues for Cross-Language Research

    Bogusia Temple

    2006-01-01

    Full Text Available The current political debates in England highlight the role of language in citizenship, social exclusion, and discrimination. Similar debates can also be found around the world. Correspondingly, research addressing different language communities is burgeoning. Service providers and academics are increasingly employing bilingual community researchers or interpreters to carry out research. However, there is very little written about the effect of working with bilingual researchers. What it means to be bilingual is often essentialised and rarely problematised. Bilingual researchers are seen as unproblematically acting as bridges between communities just because they are bilingual. Their ties to communities, their use of language, and their perspectives on the research are rarely investigated. Language is tied in an unproblematic way to meaning, values, and beliefs. In this article, I use examples from my own research to question what it means to be bilingual and to do cross-language research. I argue that there is no straightforward way in which meanings can be read off from researchers’ ties to language and that being bilingual is not the same for everyone.

  20. Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy

    Richardson, Matthew L.; Richardson, Scott L.; Hall, David G.

    2012-01-01

    Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas…

  1. THE SPANISH LANGUAGE TEACHING MEDIATED BY NEW TECHNOLOGIES: THE CLASSROOM TO FACEBOOK

    Elaine Teixeira da Silva

    2014-12-01

    Full Text Available This article aims to describe the possibilities provided by the use of new digital Information and Communication Technologies (ICT, aided by Web 2.0, on Spanish teaching both inside and outside classroom. We analyzed the social network Facebook because it has a large number of users who spend a significant amount of time on the site chatting with friends, posting comments, liking photos and profiles and participating in groups. This social network also provides teaching tools that will help students to develop their autonomy to (re learn how to think. It is shown that Facebook presents EaD characteristics and therefore can be considered an additional tool on language teaching and education.

  2. Integrating Digital Technologies in the German Language Classroom: A Critical Study of the Technology-Integration Experiences of Three Secondary German Teachers

    Van Orden, Stephen

    2010-01-01

    German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known…

  3. Facilitating Research and Learning in Petrology and Geochemistry through Classroom Applications of Remotely Operable Research Instrumentation

    Ryan, J. G.

    2012-12-01

    Bringing the use of cutting-edge research tools into student classroom experiences has long been a popular educational strategy in the geosciences and other STEM disciplines. The NSF CCLI and TUES programs have funded a large number of projects that placed research-grade instrumentation at educational institutions for instructional use and use in supporting undergraduate research activities. While student and faculty response to these activities has largely been positive, a range of challenges exist related to their educational effectiveness. Many of the obstacles these approaches have faced relate to "scaling up" of research mentoring experiences (e.g., providing training and time for use for an entire classroom of students, as opposed to one or two), and to time tradeoffs associated with providing technical training for effective instrument use versus course content coverage. The biggest challenge has often been simple logistics: a single instrument, housed in a different space, is difficult to integrate effectively into instructional activities. My CCLI-funded project sought primarily to knock down the logistical obstacles to research instrument use by taking advantage of remote instrument operation technologies, which allow the in-classroom use of networked analytical tools. Remote use of electron microprobe and SEM instruments of the Florida Center for Analytical Electron Microscopy (FCAEM) in Miami, FL was integrated into two geoscience courses at USF in Tampa, FL. Remote operation permitted the development of whole-class laboratory exercises to familiarize students with the tools, their function, and their capabilities; and it allowed students to collect high-quality chemical and image data on their own prepared samples in the classroom during laboratory periods. These activities improve student engagement in the course, appear to improve learning of key concepts in mineralogy and petrology, and have led to students pursuing independent research projects, as well as requesting additional Geology elective courses offering similar kinds of experiences. I have sustained these activities post-project via student lab fees to pay for in-class microprobe time.

  4. Practitioner Research or Descriptions of Classroom Practice? A Discussion of Teachers Investigating Their Classrooms

    Bartlett, Steve; Burton, Diana

    2006-01-01

    This article outlines how a group of primary school teachers from a cluster of nine schools in a networked learning community enquired into their classroom teaching. The teachers each identified an area of practice that they were developing in their classroom and wanted to evaluate, such as the benefits of pupils working in teams, or the creation

  5. The African Languages Research Institute: A Milestone in the Development of the Zimbabwean Languages

    Emmanuel Chabata

    2011-10-01

    Full Text Available

    Abstract: This article is an assessment of the work the African Languages Research Institute (ALRI has done towards developing the indigenous languages of Zimbabwe. It looks at what the research team at ALRI has achieved, first in initiating serious research on the Zimbabwean languages and the progress it has made towards achieving its goal, developing and raising the status of these languages. It also considers what ALRI has planned for the future of the different categories or levels into which the various Zimbabwean languages have been classified. Part of the assessment focuses on measures ALRI has put in place to ensure the initiated research programme is sustainable and will continue in future. The article furthermore discusses the importance of the research work being done at ALRI, especially with regard to language development as a means towards self-realisation and actualisation, national advancement and the sustenance of the languages involved. ALRI's agenda is also analysed to see how well it agrees with popular thinking in Zimbabwe concerning the development and promotion of all of the indigenous languages.

    Keywords: ALRI, CAPACITY BUILDING, INSTITUTIONALISATION, LANGUAGE HAR-MONISATION, LANGUAGE STANDARDISATION, MONOLINGUAL LEXICOGRAPHY, ZIM-BABWEAN LANGUAGES

    Opsomming: Die African Languages Research Institute: 'n Mylpaal in die ont-wikkeling van die Zimbabwiese tale. Hierdie artikel is 'n evaluering van die werk wat die African Languages Research Institute (ALRI gedoen het in die ontwikkeling van die inheemse tale van Zimbabwe. Dit kyk na wat die navorsingspan bereik het, eerstens deur ernstige navorsing oor die Zimbabwiese tale te onderneem en die vordering wat gemaak is met die bereiking van sy doel, die ontwikkeling en die statusverhoging van hierdie tale. Dit beskou ook wat ALRI beplan het vir die toekoms van die verskillende kategorieë of vlakke waarin die onderskeie Zimbabwiese tale geklassifiseer is. 'n Deel van die evaluering fokus op maatreëls wat ALRI in plek gestel het om te verseker dat die onderneemde navorsingsprogram volhoubaar is en in die toekoms sal voortgaan. Verder bespreek die artikel die belangrikheid van die navorsingswerk wat by ALRI gedoen word, veral met betrekking tot taalontwikkeling as 'n manier tot selfverwesenliking en -aktualisering, nasionale vooruitgang en die onderhoubaarheid van die betrokke tale. ALRI se agenda word ook ontleed om te sien hoe goed dit ooreenstem met die algemene denke in Zimbabwe betreffende die ontwikkeling en bevordering van al die inheemse tale.

    Sleutelwoorde: ALRI, VERMOËNSBOU, INSTITUSIONALISERING, TAALHARMONI-ERING, TAALSTANDAARDISERING, EENTALIGE LEKSIKOGRAFIE, ZIMBABWIESE TALE

  6. Comparison and Contrast between First and Second Language Learning

    Javed Akhter

    2016-02-01

    Full Text Available This research paper tends to focus on comparison and contrast between first and second language learning. It investigates the different factors that have inhibiting influences on the language learning process of the learners in the two different environments. There are many factors involved in this respect. The age factor is one of the vital factors that influence the progress of learners in the language learning process. The other factor between first and second language learning, which mostly influences the performance of second language learners, is language input in terms of the quantity and quality in both cases of the limitations of the second language learning in classroom. This research study also studies the language input in both cases and limitations of second language learning in classroom. The present research also investigates the individual differences between first and second language learning, covering aptitude of the language learner, motivation of teacher and classmates, language anxiety and language ego. This research paper suggests that motivation of the teacher and other class fellows, aptitude of learner and teacher’s instructions and teaching methodology as well as classroom setting may help the second language learners to overcome their language anxiety and language ego in the classroom.Keywords: First language learning, Second language Learning, Age Factor, Individual Differences, Language Input, Language Anxiety and Language Ego

  7. Early Heritage-Language Education and the Abrupt Shift to a Dominant-Language Classroom: Impact on the Personal and Collective Esteem of Inuit Children in Arctic Quebec

    Bougie, Evelyne; Wright, Stephen C.; Taylor, Donald M.

    2003-01-01

    This research explored the impact of the abrupt shift from heritage-language to dominant-language education on Inuit children's personal and collective self-esteem. Specifically, the following question was addressed: will early heritage-language education serve as an inoculation against the potential negative impact of being submerged in a…

  8. Language Contact and Language Conflict in Autochthonous Language Minority Settings in the EU: A Preliminary Round-Up of Guiding Principles and Research Desiderata

    Darquennes, Jeroen

    2010-01-01

    This contribution deals with language contact and language conflict in autochthonous language minority settings in the European Union. It rounds up a number of concepts that guide macro-socio-linguistic and macrocontact-linguistic research on language minorities. The description of these concepts results in a list of research desiderata.

  9. What Will Classroom Teachers Do With Shared Research Results?

    Passow, M. J.; Weissel, J. K.; Cormier, M.; Newman, K. R.

    2005-12-01

    Scientists are passionate about the research problems they investigate, and wish to share their discoveries as widely as possible. Similarly, classroom teachers who are passionate about their subject can better foster student learning. One way to enhance such passions involves bringing teachers and scientists together to discuss cutting-edge discoveries and develop curricular materials based on the respective strengths of educators and investigators. Our presentation describes one example of this approach based on research about gas blowout structures offshore Virginia and North Carolina. Methane venting processes along continental margins may have important climatic, geotechnical, hazard, and resource implications. In 2000, shipboard surveys documented that large structures offshore VA-NC resulted from massive gas expulsion. Gas appears to be trapped in shelf edge deltas and stresses resulting from downslope creep is favoring its release. Scientists undertook a new expedition in 2004 to determine if there is present-day discharge of methane-rich fluids through the floors or walls of the blowouts or whether these seepage sites are relict features, and to gain insight into the origin of the vented methane. In July 2005, 12 teachers from New York and New Jersey met with the co-PIs (Weissel and Cormier), graduate student (Newman), and educational specialist (Passow) over a 2-day workshop to learn about how scientific problems are identified, how a research cruise is organized, what was learned through the measurements and analysis, and what might be possible significant impacts from such understandings. Based on what they learned, participants began development of classroom activities, Internet-based investigations, and constructed-response assessment items utilizing data and concepts from the project and other sources. The resulting curriculum units are designed for use in middle and high school chemistry, physics, earth science, and technology courses. Curricular units include "Using Real-Life Problems to Learn Scientific Principles," "Mapping the Unseen Floors," "Landslide or Not," and a board game based on conducting a scientific research cruise. Materials are available through www.earth2class.org. Over the following academic year, participants will continue to develop instructional materials, field-test them, and provide peer training through in-district and regional professional development opportunities. The scientists and educational specialist will provide support to ensure scientific accuracy and pedagogical soundness. The project will utilize DLESE as an additional effective dissemination and evaluation mechanism. In these ways, the scientists and core of educators may be able to share these discoveries with hundreds of teachers and thousands of students.

  10. The Multicultural Science Framework: Research on Innovative Two-Way Immersion Science Classrooms.

    Hadi-Tabassum, Samina

    2000-01-01

    Reviews the different approaches to multicultural science teaching that have emerged in the past decade, focusing on the Spanish-English two-way immersion classroom, which meets the needs of Spanish speakers learning English and introduces students to the idea of collaboration across languages and cultures. Two urban two-way immersion classrooms…

  11. Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos

    Engin, Marion

    2014-01-01

    This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would…

  12. Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms

    McTigue, Erin; Liew, Jeffrey

    2011-01-01

    Academic self-efficacy contributes to students' motivation and persistence for learning. However, motivation for reading and learning, and students' self-efficacy in school often declines in adolescence. This manuscript presents research-based strategies for facilitating students' motivations within the context of language arts classes.

  13. Investigating Situational Willingness to Communicate within Second Language Classrooms from an Ecological Perspective

    Cao, Yiqian

    2011-01-01

    Previous research into willingness to communicate (WTC) in L2 has focused primarily on its trait dispositions that remain stable across contexts and its situated nature is under explored. Framed with an ecological perspective on second language learning, this multiple case study investigated the dynamic and situated nature of WTC in second

  14. The Applied Research of Code-Switching in Building Ecological English Classroom

    Yang SHI

    2015-06-01

    Full Text Available Studying the educational problems from the perspective of ecology, educational ecology has important implications in second language acquisition. Advocating people first and dynamic balance, ecological English classroom is one of the new progresses in the application of educational ecology to teach practice. There are many ways to build ecological English classroom. Based on such educational ecology theories as the law of tolerance and the optimum principle, the flowerpot effect and the law of educational ecology niche, this paper explores the application of code-switching in building ecological English classroom and arrives at the conclusion that code-switching has the following functions as the function to adapt to linguistic reality, the function to strengthen the language teaching effects, the function of affinity, the regulatory function, the function of implication and the support function.

  15. Research Timeline: Form-Focused Instruction and Second Language Acquisition

    Nassaji, Hossein

    2016-01-01

    This article provides a timeline of research on form-focused instruction (FFI). Over the past 40 years, research on the role of instruction has undergone many changes. Much of the early research concentrated on determining whether formal instruction makes any difference in the development of learner language. This question was motivated in part by…

  16. Language Teaching at a Distance: An Overview of Research

    Vorobel, Oksana; Kim, Deoksoon

    2012-01-01

    In this paper, we review empirical research on language teaching at a distance, published between 2005 and 2010. After compiling a list of journals, we went through a multi-stage process of analyzing relevant studies. This overview of research is based on twenty-four articles. The content analysis of research studies led our inquiry on topics…

  17. Language Teaching at a Distance: An Overview of Research

    Vorobel, Oksana; Kim, Deoksoon

    2012-01-01

    In this paper, we review empirical research on language teaching at a distance, published between 2005 and 2010. After compiling a list of journals, we went through a multi-stage process of analyzing relevant studies. This overview of research is based on twenty-four articles. The content analysis of research studies led our inquiry on topics

  18. Research and training of teachers in the classroom: Development of proto-mentalist skills in kindergarten pupils with special educational needs

    María Consuelo Sáiz

    2012-04-01

    Full Text Available An example of research and training of kindergarten’s teachers in the classroom is introduced. Recent research in developmental psychology relate to early childhood skills acquisition proto-mentalist to the development of skills for interacting with objects and people. The results of this study, conducted with 13 children from 15 to 38 months indicated a significant association of social reference (expression skills, identification and recognition of emotions with the pathology (developmental delay, West syndrome, psychomotor impairment, PDD, language delay. Likewise, the data indicate significant correlations between cognitive development and symbolic play, as well as between different areas of development (psychomotor, cognitive, language and socialization.

  19. Does Equal Access Mean Treat the Same? From Theory to Practice in the Classroom of English as an Additional Language Learner in Ireland--Towards a Transformative Agenda

    Kelly, Niamh

    2014-01-01

    While a substantial body of research exists on First- and Second-Language Acquisition (SLA), research on the language acquisition process that a language minority student goes through when they are acquiring a second language has been largely unexplored. Pedagogical practices that espouse language learning theories facilitate both the language

  20. Teaching and Learning Classroom Action Research at a Distance in an Indonesian Urban Community

    [None] Sandra S.A.; Durri Andriani; Sunu Dwi Antoro; [None] Prayekti; Warsito

    2011-01-01

    This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR) and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional), offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Ta...

  1. Teaching Additional Languages. Educational Practices Series 6.

    Judd, Elliot L.; Tan, Lihua; Walberg, Herbert J.

    This booklet describes key principles of and research on teaching additional languages. The 10 chapters focus on the following: (1) "Comprehensible Input" (learners need exposure to meaningful, understandable language); (2) "Language Opportunities" (classroom activities should let students use natural and meaningful language with their

  2. Research in the Classroom with the WISE Mission (Invited)

    Mendez, B. J.

    2010-12-01

    NASA's Wide-field Infrared Survey Explorer (WISE) has surveyed the sky in four bands of infrared light creating a treasure trove of data. These data will not only be useful to the professional space science community, but also to teachers and students. The education and public outreach program for WISE has been working to create experiences and resources for students and teachers to use WISE data in classroom investigations. Prior to the launch of WISE, we trained a group of ambassador teachers to conduct original research using the Spitzer Space Telescope in partnership with a scientist from the Spitzer Science Center. During the survey operations of the telescope we worked with the International Astronomical Search Collaboration to engage students in confirmation studies of WISE-discovered asteroids and comets. We are now developing resources for teachers and students to access WISE data when in becomes public in 2011 to conduct both original research and laboratory-style investigations. We will describe the WISE mission, its data products, and our efforts to engage students in science by having them do science.

  3. WHY CORRUPTION MAY HAPPEN?: A CLASSROOM ACTION RESEARCH

    Anita Maharani

    2014-05-01

    Full Text Available The Anti Corruption course is one of several ways of anti-corruption’s campaign in Indonesia’s higher education system. In terms of education, the Anti Corruption’s curriculum were prepared and developed by Indonesia’s ministry of education, but in practice it is possible for lecturers to creatively modify the way of delivering subjects to students. The purpose of this study is to explore student perspectives on what causes corruption. The researches itself is a classroom action research, and discuss through intrepretative approach. Sampling technique were done through judgemental sampling. Respondents involved were students who attend the anti-corruption class year 2013 (n = 20. Data collection is done by using open question form in e-learning (elearning.paramadina.ac.id. Questions will lead to response of students about their perspectives of what causes corruption and as a results, students perspectives are then classified into three kinds of responses, they are internal causes of corruption, external and internal causes of corruption and external causes of corruption.

  4. The Application of Virtual Simulations using Second Life in a Foreign Language Classroom

    Tecnam Yoon

    2014-01-01

    The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analysed quantitatively. The result shows that the majority of the ...

  5. Digital Literacy and Identity Formation in 21st Century Classrooms: Implications for Second Language Development

    Lavern Byfield

    2016-01-01

    Full Text Available As technology is increasingly adapted for educational purposes, previous research has confirmed the impact of technology on English learners’ (ELs’ literacy development. Given the increased attention to self-based studies in second language acquisition, this paper explores how ELs are motivated to learn a second language by pursuing the imagined selves, investing in the target culture, and negotiating identities in digitally mediated contexts. The motivational capacity of identity is discussed from cognitive/psychological, social/psychological, and sociocultural perspectives. Pedagogical implications about the use of technology to facilitate L2 literacy development are discussed.Keywords: L2 motivational self systems, cultural investment, L2 socialization, digital literacy

  6. Implementing Interventions to Increase Motivation in the English Language Classroom: from Theory to Practice

    Iakovos Tsiplakides; Areti Keramida

    2010-01-01

    A growing body of empirical research shows a relationship between student motivation and learning outcomes in the teaching of English in ESL and EFL contexts. Despite a sound theoretical framework, however, there are few studies which implement strategies intended to increase motivation and report findings. Using qualitative research, this article attempts to link theory with practice and shed light into the factors which demotivate students and act as barriers to effective foreign language l...

  7. Conducting Original, Hands-On Astronomical Research in the Classroom

    Corneau, M. J.

    2009-12-01

    Since 2007 I have been a Team Leader for the Tzec Maun Foundation, a non-profit foundation dedicated to providing free, research grade, Internet telescopes to students, teachers and researchers around the world. The name Tzec Maun (pronounced “Teh-Zeck-Moan”) comes from Mayan culture. Tzec Maun was the jovial messenger, laughed at adversity. Based on the challenges students, researchers and professional astronomers face with finances, equipment, and telescope access, the jovial mascot seems to fit. Hundreds of hours performing astronomical outreach as a NASA/JPL Solar System Ambassador and Astronomical League Master of outreach taught me that the best way to inspirationally teach astronomy and space science (and most subjects) is actually being at the eyepiece. I’m NOT a fan of the traditional planetarium experience as a teaching tool because it inhibits inspiration and the learning experience to a 2-D mat on a faux horizon with artificial representations. Once, a student at my dark sky observatory excitedly commented that the night sky was like a 3-D planetarium. I have hosted several classes at my own personal dark sky observatory, but this resource is impractical for all but a few lucky students. Experience has taught me that the next best thing to being at the eyepiece is to control a remote telescope via the Internet. Tzec Maun’s arsenal of telescopes is all research capable, linked to the Internet and positioned for round-the-clock dark skies. The final conditions described above, mean that I can enter an 8:30am science class, log onto the Tzec Maun telescope Portal and turn over control of an Australian system (where it is night) to a student or teacher. Working as a group, the class can either begin their investigations. My Tzec Maun science team (TARP) is engaged in searching for potentially hazardous asteroids (PHAs). PHA work excites student and teacher alike. Teaching from telescopes can unleash powerful attention-getting tools that enable teachers to convey moderately complex computer science, optical, geographic, mathematical, informational and physical principles through hands-on telescope operations. In addition to the general studies aspects of classroom internet-based astronomy, Tzec Maun supports real science by enabling operators precisely point telescopes and acquire extremely faint, magnitude 19+ CCD images. Thanks to the creative Team of Photometrica (photometrica.org), my teams now have the ability to process and analyze images online and produce results in short order. Normally, astronomical data analysis packages cost greater than thousands of dollars for single license operations. Free to my team members, Photometrica allows students to upload their data to a cloud computing server and read precise photometric and/or astrometric results. I’m indebted to Michael and Geir for their support. The efficacy of student-based research is well documented. The Council on Undergraduate Research defines student research as, "an inquiry or investigation conducted by an undergraduate that makes an original intellectual or creative contribution to the discipline." (http://serc.carleton.edu/introgeo/studentresearch/What. Teaching from Tzec Maun in the classroom is the most original teaching research I can imagine. I very much look forward to presenting this program to the convened body.

  8. Computer-Assisted Language Learning (CALL in the EFL Classroom and its Impact on Effective Teaching-learning Process in Saudi Arabia

    Naiyer Azam Hashmi

    2016-03-01

    Full Text Available It is very interesting to see how Computer Assisted Language Learning (CALL has attracted many Arab students in learning English as a foreign language in the institutions of higher learning. It has great impact on their academic lives especially on teaching-learning process inside the classrooms. As a response to the students’ attraction in call, computer technologies have been brought into classrooms where they are considered to be effective in enhancing students learning and addressing certain education problems. The institutions of higher learning in Saudi Arabia, their students and faculty members have decided to try their best to utilize computer and other related technologies in their EFL classrooms for their fruitful teaching and learning outcomes. Thus, computers have taken centre stage and play an important role when it comes to language instruction in Saudi Arabia.Keywords:  CALL, Computer technologies, Foreign Language, Institutions of Higher-learning, Impact, Classrooms, Teaching, Learning, Issue

  9. The Moving Image in Education Research: Reassembling the Body in Classroom Video Data

    de Freitas, Elizabeth

    2016-01-01

    While audio recordings and observation might have dominated past decades of classroom research, video data is now the dominant form of data in the field. Ubiquitous videography is standard practice today in archiving the body of both the teacher and the student, and vast amounts of classroom and experiment clips are stored in online archives. Yet…

  10. Exploring South African Grade 11 Learners' Perceptions of Classroom Inquiry: Validation of a Research Instrument

    Dudu, Washington T.; Vhurumuku, Elaosi

    2012-01-01

    This paper discusses the adoption and validation of a research instrument, on determining learners' levels of perception of classroom inquiry based on data collected from South African Grade 11 learners. The Learners' Perception of Classroom Inquiry (LPCI) instrument consists only of Likert-type items which rank activities according to how often…

  11. Paradigms in the teaching of medical research: a view from the classroom, to the classroom

    Ramos Clason Enrique Carlos

    2010-12-01

    Full Text Available The guidelines of the University of Cartagena for comprehensive professional training, provide for the inclusion of the research component. In the medical program, research is the cornerstone for the construction of new knowledge, that today, directs the medical act. However, to achieve these objectives educational work in the teaching of medical research, requires that teachers employ innovative strategies for education. An important step in the appropriation and application of these strategies is the identification and understanding of the barriers or “paradigms” that have the medical students during their training. It identifies three: the paradigm of the profession, clinical specialty and general physician, in which addresses the reason for the subjects considered “filler”, the reductionism of the specialties and the passivity of the general physician to the need for research. Knowledge of these paradigms leads to the identification of teachers’ barriers such as unidirectional conception of teaching-learning process, lack of feedback and research to enrich their classroom work. Once internalized these paradigms, is everyone’s, fight.RESUMENLos lineamientos de la Universidad de Cartagena para la formación de profesionales integrales, contempla la inclusión del componente de investigación. En el programa de medicina, la investigación es el pilar para la construcción del nuevo conocimiento, que hoy por hoy, direcciona el acto médico. Sin embargo para cumplir con estos objetivos, la labor docente en la enseñanza de la investigación médica, requiere que los profesores, empleen estrategias novedosas de educación. Un paso importante en la apropiación y aplicación de estas estrategias, constituye la identificación y comprensión de las barreras o “paradigmas” que poseen los estudiantes de medicina a lo largo de su formación. Se identifican tres de ellos: el paradigma de la profesión, de la especialidad clínica y del médico general, en los cuales se aborda la razón de ser de las asignaturas consideradas de “relleno”, el reduccionismo de las especialidades y la pasividad del médico general ante la necesidad de investigar. El conocimiento de estos paradigmas conlleva a la identificación de barreras propias del docente como la concepción unidireccional del proceso enseñanza aprendizaje, la falta de retroalimentación y de investigación de aulaque enriquezca su labor. Una vez asimilados estos paradigmas, es responsabilidad de todos combatirlos.

  12. How Latino/a bilingual students use their language in a fifth grade classroom and in the science laboratory during science instruction

    Stevenson, Alma R.

    This qualitative research study examines how Latino/a bilingual students use their linguistic resources in their homeroom classroom and in the science laboratory during science instruction. This study was conducted in a school district located in the southwestern part of the United States. The school was chosen based on the criterion that the school is located in an area considered economically depressed, with a predominantly Latino student, school, and neighborhood population. The object of study was a fifth grade bilingual (Spanish/English) classroom where English was the means of instruction. Classroom interaction was examined from a sociolinguistics perspective. The study was descriptive in nature with the objective of analyzing the students' use of their linguistic resources while participating in science learning. The results of this study suggest that the students used their linguistic resources purposefully in order to facilitate their participation in science leaning. In the same manner, it was observed the students' reliance on Spanish as a foundation to enhance their comprehension of the scientific concepts and the dynamics involved in the science lessons, with the purpose of making sense, and thus, to express their understanding (orally and in writing) using their linguistic resources, especially their English language, as it was expected from them. Further, the findings disclose the students' awareness of their own bilingualism, preference for speaking Spanish, and their conceptualization of English as the language to achieve academic success. It has also been observed how the pressure put upon the teacher and the students by the accountability system brings about an implicit bias against Spanish, causing the teacher to assume a paradoxical stance regarding the students' use of Spanish, and thereby, placing the students in an ambivalent position, that might affect, to a certain extent, how students use their Spanish language as a resource to participate in science learning.

  13. Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers (Manejo del saln de clase: un reto persistente para docentes practicantes de lenguas extranjeras)

    Macas, Diego Fernando; Snchez, Jess Ariel

    2015-01-01

    This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the

  14. Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms

    de Ramirez, Romilia Dominguez; Shapiro, Edward S.

    2006-01-01

    Eighty-three students enrolled in general education classrooms and 62 Spanish-speaking English language learners (ELLs) enrolled in bilingual education classrooms were assessed in reading English three times a year using curriculum-based measurement. Fluency in Spanish passages was also assessed for Spanish-speaking ELLs in the bilingual education…

  15. First language transfer in second language writing: An examination of current research

    Khaled Karim

    2013-01-01

    Full Text Available First language (L1 transfer has been a key issue in the field of applied linguistics, second language acquisition (SLA, and language pedagogy for almost a century. Its importance, however, has been re-evaluated several times within the last few decades. The aim of this paper is to examine current research that has investigated the role of L1 transfer in second language (L2 writing. The paper begins by discussing the different views of L1 transfer and how they have changed over time and then reviews some of the major studies that have examined the role of L1 transfer both as a learning tool and as a communicative strategy in L2 writing. The paper concludes with a number of suggestions for L2 writing instruction and future research.

  16. Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public Schools

    Quintero Corzo Josefina

    2011-11-01

    Full Text Available

    Complying with school regulations and teachers’ instructions is a basic principle of an excellent class; both novice and experienced teachers face challenging situations when getting into real classrooms, especially those related to classroom management. There are various reasons that explain discipline problems in public schools, as well as varied strategies beginning teachers create and try when coping with those challenges. This article reports an action research study on how this methodology helped a group of teacher-trainees overcome indiscipline in English as a foreign language classrooms at public schools, and align with professional development initiatives which focus on reflection and decision-making processes that the new Colombian policies demand from new teachers seeking a higher quality 
    of education.


    Responder a las normas escolares y a las instrucciones de los profesores es un principio básico de una clase excelente. Tanto los profesores novatos como los experimentados enfrentan situaciones problemáticas en las aulas de clase reales, especialmente en relación con la disciplina. Hay varias razones que explican la indisciplina en los colegios públicos y también estrategias variadas que los profesores principiantes crean y ensayan para superar tal reto. Este artículo reporta un estudio de investigación acción que ayudó a un grupo de profesores principiantes a superar la indisciplina en el aula de inglés en colegios públicos y a responder a iniciativas de desarrollo profesional con base en procesos de reflexión y toma de decisiones que las nuevas políticas educativas colombianas demandan de las nuevas generaciones de profesores para mejorar la calidad de la educación.

  17. The Formeaning Response Approach: Poetry in the EFL Classroom

    Kellem, Harlan

    2009-01-01

    In English as a Foreign Language (EFL) classrooms, where acquisition of English is the ultimate goal, one of the main tasks for the teacher is to provide students with language input and activities that best aid them in their learning process. As different researchers have reported, including poetry-based activities in the EFL classroom is…

  18. Language Teacher Research in Australia and New Zealand

    Burns, Anne, Ed.; Burton, Jill, Ed.

    2008-01-01

    Over the last 30 years, inquiry-based teaching has become a highly valued component of professional development and practitioner research in Australia and New Zealand. This volume of the Language Teacher Research Series focuses on teaching and learning experiences in those two countries, which encompass a large geographical area with diverse

  19. The embodied turn in research on language and social interaction

    Nevile, Maurice

    2015-01-01

    I use the term the embodied turn to mean the point when interest in the body became established among researchers on language and social interaction, exploiting the greater ease of video-recording. This review paper tracks the growth of "embodiment" in over 400 papers published in Research on...

  20. Practice and Progression in Second Language Research Methods

    Mackey, Alison

    2014-01-01

    Since its inception, the field of second language research has utilized methods from a number of areas, including general linguistics, psychology, education, sociology, anthropology and, recently, neuroscience and corpus linguistics. As the questions and objectives expand, researchers are increasingly pushing methodological boundaries to gain a