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1
Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Devina, Devina, and Santiago Varona-Domblas. "LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (January 3, 2020): 31–44. http://dx.doi.org/10.21460/saga.2020.11.29.
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In determining the implementation and execution of the classroom activities, the teacher’s beliefs plays an important role as one of the fundamental aspects of language teaching. In-depth, the beliefs also influence the learner’s competency and the achievement of learning outcomes. This research aims at observing the beliefs of a Spanish language teacher in a private language school in Australia. Data were gathered through interview and classroom observations. The interview was designed to explore the teacher’s beliefs regarding the language learning approach. Furthermore, the classroom observations were conducted through 1) complete observer observation and 2) complete participants observation. They were carried out to see to what extent the teacher implemented the beliefs into action. Pre-classroom questionnaires on the learner’s background were distributed to know the learners’ background. In the era where communicative approach becomes the axis of language teaching, this study suggests “scaffolding” as an alternative approach to language teaching. The finding indicates that some primary factors affecting the teacher to hold his beliefs are: limited classroom duration, small class size, and the condition of Spanish as a foreign language (FL) in Australia – where learning resources are limited. In the learning condition where the target language (TL) resources found to be scarce, this ‘scaffolding’ approach successfully and effectively equips learners with adequate knowledge of Spanish. Taking the ‘scaffolding’ as the major foundation to develop learners’ linguistic proficiency, this research provides insight regarding the use of ‘scaffolding’ toward language teaching and learning.
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Torepe, Toni K., and Richard F. Manning. "Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research." Australian Journal of Indigenous Education 47, no. 2 (August 23, 2017): 109–19. http://dx.doi.org/10.1017/jie.2017.20.
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This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narrative research philosophy. It then explains why the study's findings support and strengthen those of previous studies conducted in Australia. Most notably, they draw attention to the concept of cultural taxation and the Crown's principles for action on the Treaty of Waitangi. Given the large number of Māori children attending Australian schools and similar challenges confronting Indigenous Australian teachers, this research will be of interest to an Australian audience.
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Buxton, Lisa Maree. "Professional development for teachers meeting cross-cultural challenges." Journal for Multicultural Education 35, no. 2 (December 9, 2019): 19–32. http://dx.doi.org/10.1108/jme-06-2019-0050.
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Purpose When providing professional development for teachers, certain factors should be considered and included to ensure it is effective and enhances teacher practice and outcomes for children in their classes. While this is achieved in many curriculum areas, there has been little written about effective professional development for teachers in relation to Aboriginal education in Australia, enhancing teacher confidence in meeting the needs of Aboriginal and Torres Strait Islander children. This paper aims to describe a study concerned with the ongoing development of a professional learning framework empowering primary school teachers to infuse Aboriginal ways of seeing and being into their classroom practice. Design/methodology/approach Design-based methodology, using semi-structured interviews with teachers, allowed for iterative amendment and improvement of the professional learning experiences. A description is provided linking the elements of successful professional development for teachers to the implementation of this study’s professional learning. Findings Key findings are that if the elements noted in the literature pertaining to successful professional learning for teachers are included, change in practice does take place and is sustained, to the benefit of the children they teach. This study demonstrates the vital importance of ongoing collaboration and support for teachers undertaking professional development if they are going to change practice in the longer term. Originality/value The pedagogy described in this paper goes beyond content to an Aboriginal way of teaching children through modelling and how this can be infused into teaching practice.
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Stinson, Madonna. "Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.
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Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated. Findings – The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”. Research limitations/implications – There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development. Practical implications – There are implications for the use of process drama as a means of creating and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study. Social implications – This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding. Originality/value – This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.
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Poetsch, Susan. "Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools." TESOL in Context 29, no. 1 (December 30, 2020): 37–58. http://dx.doi.org/10.21153/tesol2020vol29no1art1423.
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The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-theground description of the work of a Primary school teaching team servesto illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team’s work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students’ L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team’s approaches finds that they receive little direction for the extensive language planning required. The findings suggest an urgent need for tailor-made curriculum and teacher guidance which better recognise this dual language context. This article canvases different curriculum settings that would alleviate this situation considerably, not only for this teaching team but for others in similar remote schools.
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Tran, Ly Thi. "Teaching and Engaging International Students." Journal of International Students 10, no. 3 (August 15, 2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.
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International student mobility has been increasingly subject to turbulences in politics, culture, economics, natural disasters, and public health. The new decade has witnessed an unprecedented disruption to international student flows and welfare as a consequence of the COVID-19 outbreak. COVID-19 has laid bare how fragile the current transactional higher education model is, in Australia and in other major destination countries like the United States, United Kingdom, Canada and New Zealand. This health crisis hitting international education presents a range of challenges for host universities. In such a fallout, the connection between university communities and international students is more critical than ever. This connection is vital not only to university’s operations and recovery but more importantly, to international students’ learning and wellbeing. This in turn will have longer term impacts on host countries’ and universities’ sustainable international recruitment and reputation as a study destination. Therefore, it is timely to reflect on how we view and conceptualize the way we engage and work with international students. This article presents a new frame for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections.
Conceptualize Student Connection Through Formal and Informal Curriculum
Dis/connection has been argued to play “an important role in shaping international students’ wellbeing, performance and life trajectories” (Tran & Gomes, 2017, p. 1). Therefore, it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility.
Some of the primary dimensions of international student connection vital to their academic and social experience and wellbeing have been identified as:
• Connection with the content and process of teaching and learning• Bonding between host teachers and international students• Engagement with the university communities• Interaction between domestic and international students and among international peers• Integration into relevant social and professional networks, the host community, and the host society• Connection with family and home communities• Online and digital connection
Based on interviews with around 400 international students, teachers, and international student support staff across different research projects, I identified four main principles underpinning effective engagement and support for international students. Most participants stressed the importance of understanding international students’ study purposes, needs, expectations, and characteristics in the first place in order to meaningfully and productively engage with and cater for this cohort (Tran, 2013). Second, effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations. Third, a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students’ engagement with the classroom community. In this regard, connection is intimately linked to international students being included and valued intellectually and culturally in teaching and learning, and in being treated as partners (Green, 2019; Tran, 2013) rather than ‘others’ in the curriculum. Fourth, to position international students as truly an integral component of campus communities, it is essential to develop explicit approaches to engage them not only academically and interculturally, but also mentally and emotionally, especially during hard-hitting crises in international education such as the 2019–2020 COVID-19 outbreak, the 2003 SARS epidemic, and the 2001 September 11 attacks.
Productive Connectedness
The lack of engagement between international and domestic students is often identified as a primary area for improvement for universities that host international students, especially in Anglophone countries (Leask, 2009). While international education is supposed to strengthen people-to-people connections and enrich human interactions, ironically it is this lack of connection with the local community, including local students, that international students feel most dissatisfied about in their international education experience. To support and optimize the learning and wellbeing of international students, productive connectedness is essential. Productive connectedness is not simply providing the mere conditions for interaction between domestic and international peers (Tran & Pham, 2016). These conditions alone cannot ensure meaningful and real connectedness but can just lead to artificial or surface engagement between international students and the host communities. Productive connectedness is centered around creating real opportunities for international and local students to not only increase their mutual understandings, but importantly also to reciprocally learn from the encounter of differences and share, negotiate, and contribute to building knowledge, cultural experiences, and skills on a more equal basis. In this regard, productive connectedness is integral to optimizing teaching and learning for international students.
Teaching and Learning for International Students
Over the past 15 years, I and my colleagues have undertaken various research on conceptualizing the teaching and learning process for international students, an evolving and dynamic field of scholarship (Tran, 2011; Tran, 2013a, 2013b; Tran & Nguyen, 2015; Tran & Gomes, 2017; Tran & Pham, 2016). Figure 1 summarizes the six interrelated dimensions of teaching and learning for international students emerging from our research: connecting, accommodating, reciprocating, integrating, “relationalizing,” and empathy.
Connecting
It is critical in effective teaching and learning for international students that conditions are provided to engage them intellectually, culturally, socially, and affectively. Curriculum, pedagogies, and assessment activities should aim at supporting international students to make transnational knowledge, skills, experience, and culture, as well as people-to-people connections (Tran, 2013).
Accommodating
Effective teaching and learning for international students cannot be achieved without an effort to understand their purposes to undertake international education, their cultural and educational backgrounds, their characteristics, their identities, and their aspirations. Good teaching and learning practices in international education are often built on educators’ capacities to tailor their curriculum and pedagogies to cater to international students based on an understanding of their study purposes, backgrounds, and identities.
Reciprocating
Reciprocal learning and teaching is integral to international education (Tran, 2011). It is centered around positioning international students as co-constructors of knowledge and educators as reciprocal co-learners (Tran, 2013b). It refers to extending beyond mutual understanding and respect for diversity, to validate and reciprocally learn from diverse resources, experiences, and encounters of differences that international classrooms can offer. This is vital to making international students feel included and valued as an integral part of the curriculum and the university community.
Integrating
Integrating refers to the purposeful incorporation of international examples, case studies, materials, and perspectives into the curriculum. Strategies to diversify the teaching and learning content and pedagogies are closely connected with de- Westernizing the curriculum and moving away from Euro-centric content (Tran, 2013a). Integrating contributes to enriching students’ global awareness, world mindfulness, and intercultural competence, which are central to internationalizing student experience and outcomes.
“Relationalizing”
“Relationalizing” is crucial in assisting domestic and international students to develop open-minded and ethno-relative perspectives. Engaging students in a comparing–contrasting and reflexive process about professional practices, prior experiences, and cultural norms in different countries represents a critical step in assisting them to develop multiple frames of reference and build capacities to relationally learn from richly varied perspectives and experiences that an international classroom can offer.
Empathy
International students’ sense of belonging to the classroom and university community significantly depends on the empathy local teachers and students display toward them. Teachers can develop activities that enable students to develop an understanding and empathy toward what it feels like to be an international student in an unfamiliar academic and social environment, studying in a language that is not their mother tongue. One of the teacher-participants in our research shared an activity she used to help all students develop empathy:I asked for volunteers, I’d speak to them in English and they had to answer in their language. The group had to try and figure out from their body language and tone of voice what they were actually saying to me...But what I try and make them understand that part of the reason we’re doing that, not in English, is because it’s like excluding the local students and it’s making them look like foreigners and to understand the challenge.
Conclusion
Effective practices in engaging, teaching, and learning for international students enrich the international classroom community and optimize learning for all, including international and domestic students and teachers themselves (Carroll & Ryan, 2007; Tran, 2013b; Tran & Le, 2018). Good pedagogical practices in teaching and learning for international students depend on teachers’ commitment to step outside of their comfort zone and take on a new learning curve (Tran, 2013). It is, however, vital that internationalizing teaching and learning and building intercultural interactions among students from diverse backgrounds and—in particular between international and domestic students—should be prioritized at both program and course development levels, making them explicit in course objectives and assessments (Tran & Pham, 2016). It is crucial to have a coherent whole-institution approach toward a purposeful, transformative, and empathetic internationalization of teaching and learning content, pedagogies, and assessment, one that is supported by the broader institution’s core goals about internationalizing the student experience and graduate outcomes. An internationalized program of learning for international and domestic students alike should prioritize enhancing their abilities to learn from global encounters, abilities to connect and empathize, skills to navigate intercultural relationships, and skills to capitalize on opportunities and also to deal with pressures and challenges. Importantly, the teaching and learning for international students needs to be built on an approach emphasizing people-to-people empathy and people-to-people connections.
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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.
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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.
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Gassin, June. "Innovations in university language teaching." Language Teaching and Learning in Australia 9 (January 1, 1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.
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University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.
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Clyne, Michael, Sue Fernandez, and Felicity Grey. "Languages taken at school and languages spoken in the community – a comparative perspective." Australian Review of Applied Linguistics 27, no. 2 (January 1, 2004): 1–17. http://dx.doi.org/10.1075/aral.27.2.01cly.
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Abstract This paper compares two sets of data from the same year, 2001 – the numbers of students taking languages other than English at primary and secondary level, and census statistics for the home use of languages other than English. The data draws attention to languages that are taught principally in day schools and those taken mainly in after hours programs, and to variation between States and between education systems. While it is acknowledged that the strong presence of a language in the community is not the only reason for offering it in schools, the paper demonstrates that some important international languages are now among the major community languages and that some of them are marginal in the mainstream education systems in Australia. The presence of large numbers of speakers will facilitate the utilization of community resources in language teaching. Consideration needs to be given especially to Arabic, Vietnamese, Mandarin and Spanish, community languages with increasing numbers, the first two especially among the young.
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Vela, Jualim D. "Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?" International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (March 1, 2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.
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<p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Filipino language obtained better mean scores in the test compared to students who were taught using their mother language. On the other hand, students who were taught using the English language obtained the lowest mean scores. Furthermore, the results revealed that the Bicol speaking students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework.</p>
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Napier, Jemina. "Training sign language interpreters in Australia." Babel. Revue internationale de la traduction / International Journal of Translation 51, no. 3 (December 31, 2005): 207–23. http://dx.doi.org/10.1075/babel.51.3.01nap.
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Abstract This paper describes an innovative approach to training sign language interpreters, through a program established at Macquarie University in Sydney, Australia. The course is innovative because sign language and spoken language interpreting students jointly study key subjects, which enables all students to gain insight into the theoretical applications and professional practices of their respective working experiences. This component is particularly innovative as sign language interpreting programs are typically provided as language specific courses with little (if any) exposure to interpreting students of other languages. This paper will provide an overview of the program for both spoken and signed language interpreters, detailing the structure, content and delivery modes, with the aim of encouraging other interpreter educators to consider combining the teaching of all language interpreters.
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Slaughter, Yvette, and John Hajek. "Community languages and LOTE provision in Victorian primary schools." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.
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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Slaughter, Yvette, and John Hajek. "Community languages and Lote provision in Victorian Primary Schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.
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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Pritchard, Alan, Marilyn Hunt, and Ann Barnes. "Case study investigation of a videoconferencing experiment in primary schools, teaching modern foreign languages." Language Learning Journal 38, no. 2 (July 2010): 209–20. http://dx.doi.org/10.1080/09571731003790508.
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Scarino, Angela. "A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.
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In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.
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Medwell, Jane, Katherine Richardson, and Li Li. "Target language use by teachers co-teaching tomorrow's teachers of Chinese." Chinese as a Second Language Research 2, no. 1 (June 24, 2013): 59–85. http://dx.doi.org/10.1515/caslar-2013-0022.
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AbstractThis paper reports an exploratory study of a Native Speaker Teacher (NST) of Mandarin Chinese and a Primary Languages Teacher (PLT) teaching Chinese to English pre-service primary school teachers, and is particularly focused on the use of target language (TL) by these two co-teachers.Although some studies of TL use have compared the use of target language by native and non-native speakers teaching individually, there are no studies which examine target language use in a native and non-native co-teaching situation, or relate this to the background experience of the teachers. The data collected in this study included observations of planning meetings between both teachers, observations of the teaching of the program, and interviews with both teachers.This paper focuses upon the use of target language by the Chinese Native speaker teacher (NST) and the English Primary Languages Teacher (PLT) and the ways in which this changed and developed across the teaching sessions, as well as the relationship between their TL use, background and beliefs about language teaching in the program. Findings of this study show that, even in a co-teaching situation, target language use by the native speaker teacher and the primary languages teacher differed substantially in terms of their practices of and their beliefs about use of target language, and both were influenced by their own cultures of learning. The results also suggest that working together changed the teaching behavior of both teachers and enabled them to reflect critically on their prior assumptions.
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Shakirova, Gulnara Rasikhovna, Firaz Fakhrazovich Kharisov, and Askarbek Kabykenovish Kusainov. "Didactic Bases of Turkic Language Teaching Method as a Foreign Language." International Journal of Higher Education 9, no. 8 (October 30, 2020): 24. http://dx.doi.org/10.5430/ijhe.v9n8p24.
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The article is devoted to disclosing the didactic foundations of Turkic language teaching methodology as non-native languages by the example of one of the developed languages - the Tatar language, which, according to UNESCO, is one of the easily acquired languages of the world. The new generation of federal state educational standards sets new requirements for the educational community, namely, implementing a system-activity approach during the educational process organization in public education organizations, which provides for the development of universal educational actions for students. It was established that the proposed didactic principles would contribute to the solution of these problems. During the study, we have proved the effectiveness of their use in conjunction with innovative technologies and teaching aids. However, the final result of the work of a teacher and a student will always depend on the skillful organization of the educational process, on the choice of effective teaching methods and techniques, i.e., the way teachers and students interact, directing their actions to particular problem solution (especially at primary school). At the same time, they concluded that students' communicative abilities would be much higher if teachers take our recommendations into service.
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Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.
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Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the preposition soma to demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.
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Holmes-Henderson, Arlene. "Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project." Journal of Classics Teaching 17, no. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.
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The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin aims: to equip teachers in primary schools with the skills and knowledge necessary to teach these languages; and to conduct parallel research to determine the impact of Classical language learning on children's cognitive development.
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Gibbons, John. "Depth or breadth? some issues in lote teaching." Australian Review of Applied Linguistics 17, no. 1 (January 1, 1994): 1–22. http://dx.doi.org/10.1075/aral.17.1.01gib.
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Abstract The prevailing pattern of second language instruction in NSW schools is one in which the available time is distributed across several languages (a ‘breadth’ approach). With the impending introduction of second languages into many primary schools, a window of opportunity has opened: if all the available curriculum hours are devoted to a single language in primary and secondary school (a ‘depth’ approach) there is a possibility of most students attaining a communicative proficiency in a LOTE. This possibility can be increased (a) if the second language is a language spoken in the home (b) if certain classroom processes are adopted, and (c) if the language is more easily learnable. A case study of a school is presented which includes information and opinions gathered from parents on these issues, and an outline ‘depth’ curriculum for this school.
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TIKHONOVA, Evgeniya Vladimirovna, Danil Nikolaevich BELOV, and Mikhail Aleksandrovich SHEVCHENKO. "TEACHING FOREIGN LANGUAGE PROFESSIONAL DISCOURSE TO NON-LANGUAGE FACULTIES' ACADEMIC STAFF." Tambov University Review. Series: Humanities, no. 174 (2018): 56–63. http://dx.doi.org/10.20310/1810-0201-2018-23-174-56-63.
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The process of teaching university lecturers foreign language professional discourse is shown, the aim and objectives of education are defined, and the importance of choosing proper educational content is specified. The significance of professional knowledge as to its capability to form lecturer's professional language competence in accordance with the modern state of scientific knowledge is proven. The necessity of taking into account specifics of lecturer's professional activities and including professional knowledge in the educational content is proven, and its components are defined. The principles which form the model of teaching university lecturers in the context of profession-oriented educational process, and the competency-based, cognitive, and student-centered approaches, are examined in detail. The components of educational content in teaching foreign languages are stated, representing the basis of foreign language education, centering on professional activity. Currently many Russian universities in an attempt to internationalize face the problem of high-quality education and right selection of academic staff, who can speak English at the required level. This situation is determined by the necessity of linguistic support of the education process (lectures in foreign languages, training international students) and research work (searching and studying sources in foreign languages, cooperation with foreign researchers etc.). Non-languages faculties of Russian universities are experiencing the lack of specialists, who have the required level of English (developing and presenting lecture courses, work programs, evaluation methods, laboratory works). So the whole range of the problems forms the relevance of the study. As the primary research method experienced teachers training is used.
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Oliver, Rhonda, and Haig Yvonne. "Teacher perceptions of student speech." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.
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Abstract This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.
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Liepa, Diāna. "Integration of Foreign Languages in Study Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 244. http://dx.doi.org/10.17770/sie2015vol1.298.
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<p><strong><em>The aim</em></strong><em> of the article is to describe language learning conditions for improvement of students learning experience. The practical task is to promote students' knowledge about language learning, foreign language learning pedagogical conditions and its transformation in the study process. The study is carried out in previous research analysis to gain insight into the overall situation of the foreign language studies in Latvia. The research provides an explanation of students’ learning and teaching conditions, the results show that a unified foreign language study conception should be developed and implemented in practice. <strong>Research Methods</strong> Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, data analysis by using the data processing software SPSS 17.0.<strong>The research is based </strong>at the Riga Teacher Training and Educational Management Academy</em> <em>RTTEMA Pre-School and Primary School Teacher programmes.</em></p>
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Asiyanbola, A. A., and Mohammed Ademilokun. "Literacy and Language of Instruction in Nigeria: A Case Study of Integrated Science Teaching in Selected Primary Schools." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 123–37. http://dx.doi.org/10.14434/ijlcle.v4i0.26921.
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Research has proven beyond a reasonable doubt that children can acquire knowledge better in their mother tongue (MT) or language of immediate environment (LIE) rather than in the second language (L2), which is often a colonial master’s language, but also the recognized official language in the country. The present paper explores the functions of both the Indigenous language or mother tongue (e.g., Yoruba) and the official language (English) in the dissemination of education, particularly in the primary schools in Nigeria. It also discusses the policy statements on the two languages and their social realities or practices in the educational set‐ups operating in the country. Using six private and public primary schools as a case study in Southwestern Nigeria, we found that codeswitching between English (L2) and Yoruba (MT) could be more effective than either of the languages alone, and that the MT or LIE should never be jettisoned in the education of the child, especially in teaching subjects other than English, such as Integrated Science.
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Po’latova Shahzoda Haydarovna. "PSYCHOLOGICAL CHARACTERISTICS OF PRIMARY AGE CHIILDREN AND THE SPECIFIC CHARACTERISTICS OF TEACHING A FOREIGN LANGUAGE." Middle European Scientific Bulletin 6 (November 12, 2020): 50–53. http://dx.doi.org/10.47494/mesb.2020.6.113.
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The article discusses the importance of developing English speaking skills in teaching foreign languages to different ages. Careful study and application of such types of speech as monologue, dialogue, public communication. It also discusses how to teach using a variety of methods and techniques in teaching young, middle-aged, and older adults, and how to use effective teaching tools in shaping the speaking skills of these three categories.
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Toppo, Neha, and Rahman Rahman. "Socio-cultural Sustainability through Study Material: English Language Teaching in India." Problemy Ekorozwoju 16, no. 2 (July 1, 2021): 245–49. http://dx.doi.org/10.35784/pe.2021.2.26.
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Teaching materials are the primary source of input in the language classroom. The potential of English language teaching (ELT) materials to preserves and transmit our culture, value, identity, and language make it significant for socio-cultural sustainability. The materials developed by the National Council of Education and Research Training (NCERT) are far and wide running study materials in primary and secondary schools in India. India exhibits a massive variety of cultures, customs, languages, and religious beliefs. The selection and development of apt materials is, therefore, a matter of serious deliberation. The centrally developed material, despite numerous benefits, often lacks in representing different groups of students, especially the backward and marginalized ones. The contents, in most cases, are representative of the mainstream. Therefore, the study suggests teachers developed supplementary materials to which learners from all the groups can relate. The researcher has taken the context of Jharkhand and illustrates self-developed supplementary materials prepared using contents from learners’ social and cultural backgrounds. The article offers various suggestions on how to develop such materials that could bring socio-cultural equity in the classroom, making a significant contribution to social sustainability.
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Chabert, Alicia. "A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective." Sustainable Multilingualism 14, no. 1 (May 1, 2019): 84–106. http://dx.doi.org/10.2478/sm-2019-0004.
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Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.
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Al-Dosakee, Karwan, and Fezile Ozdamli. "Gamification in Teaching and Learning Languages: A Systematic Literature Review." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 559–77. http://dx.doi.org/10.18662/rrem/13.2/436.
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It can be seen that emerging technology has positively affected learning in several aspects. Recently gamification has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review methodology to demonstrate gamification in teaching and learning new languages over the three databases Web of Science, Science Direct, and Scopus. The study includes 103 studies that have been published between 2010-2020. The study finding reveals that gamification can be a useful tool for teaching and learning languages and can increase learners' motivation and turn to learn into an enjoyable process. It is recommended that further research be conducted in language education, focusing on gamification in learning the four primary language skills.
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Liu, Xinzhu. "A Study of English Phonetic Teaching Strategies From the Perspective of Embodied Cognition." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 556–60. http://dx.doi.org/10.17507/tpls.1105.14.
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The mastery of language is inseparable from obtaining phonetic knowledge, and forming correct pronunciation is one of the necessary conditions for learning languages. Good English pronunciation can promote the learning of listening and speaking. English phonetic knowledge is so abstract to grasp that in primary schools, combining the characteristics of children’s cognitive development, English teachers should mobilize students’ body and mind to learn together, and construct embodied teaching situation to guide students to form standardized pronunciation gradually through the process of interaction between their body and environment. So that students will lay a solid phonetic foundation for their oral communication in the future, and the comprehensive development of their comprehensive English quality will be promoted.
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Vacca, Alessia. "Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?" Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.
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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to claim an education system in aborigines’ languages. The Catalan Law on Linguistic Normalizationn. 7 of 1983, replaced by the Law on Linguistic Policy n. 1 of1998, has, among the other purposes, also that to stimulate the use of Catalan as language of education in all levels of teaching.The school has a fundamental importance for the transmission of the culture of minorities. If the educational systems didn’t have any regime of teaching in the mother tongue all policies are not efficient.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.
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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Thomas, Reed, and Callie Mady. "Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms." Articles 49, no. 2 (April 13, 2015): 399–416. http://dx.doi.org/10.7202/1029426ar.
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This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual features. Study data suggest that CF teachers plan for transfer and use a range of strategies likely to promote its use with students. This paper connects theory, research and practice with the aim of strengthening dialogue among researchers and educators.
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Celik, Suleyman. "Association between Influential Factors and Teaching Profession as Career Choice among Undergraduate Student Teachers: A Structural Equation Study." Revista Amazonia Investiga 9, no. 31 (August 7, 2020): 166–77. http://dx.doi.org/10.34069/ai/2020.31.07.15.
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This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.
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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Holmström, Ingela. "Teaching a Language in Another Modality: A Case Study from Swedish Sign Language L2 Instruction." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 659. http://dx.doi.org/10.17507/jltr.1004.01.
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This study focuses on a Swedish Sign Language (STS) interpreting education, in which the students learn a second language (L2) that is expressed in the visual-gestural modality instead of the auditory-vocal one. Due to the lack of research on sign language L2 instruction, the teachers have limited scientific knowledge and proven experience to lean on in their work. Therefore, an action research-based project was started with the aim to enhance teachers’ knowledge about effective ways of teaching STS as an L2, and to examine how teaching can lead to students making good progress and attaining deep knowledge in STS. The article presents results from one of the projects’ sub-studies, Initial teaching through different primary languages, where a hearing STS L2 teacher’s approaches are examined when teaching the hearing students the new language in another modality than their previous language(s). The results show how this teacher uses her own knowledge from learning STS as an L2 and how she, through using spoken Swedish, provides rich metalinguistic knowledge that contributes to the students’ deeper theoretic knowledge about STS in addition to their practical STS learning. This had pedagogical implications for the further development of the instruction at the interpreting program.
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van Els, Theo J. M., and Mathieu F. Knops. "The history of the teaching of foreign languages in the low countries." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 289–316. http://dx.doi.org/10.1075/hl.15.1-2.14els.
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Summary The history of foreign language teaching in the Low Countries has not received a great deal of attention so far. The Low Countries cannot be said to be exceptional in that respect. Very little study has been made of the many primary and secondary sources that have come down to us from the Renaissance. What we do know of the history of Dutch FLT, shows no fundamental differences with what is known about FLT developments elsewhere. That conclusion holds true for the major issues of what aspects of language should be taught in FLT and how these should be taught, and for the particular role played in these matters by linguistics. The Netherlands, however, might turn out to be an extremely interesting country for the study of the history of FLT. It is a country in which there has always been a great deal of FLT and the country is internationally recognized for the quality of its FLT. On the other hand, there is virtually no Dutch contribution to the great developments in the field, especially with regard to reaching methodology.
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Driscoll, Patricia, and Adrian Holliday. "Cultural threads in three primary schools." AILA Review 32 (December 31, 2019): 64–90. http://dx.doi.org/10.1075/aila.00021.dri.
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Abstract This paper explores headteachers’ and teachers’ perceptions of foreign languages(FL) and cultural learning in three primary schools in areas of disadvantage in England. Drawing upon a new theoretical frame for primary languages, Critical Cosmopolitanism (Delanty, 2006; Beck and Sznaider, 2006) and The Grammar of Culture (Holliday, 2018), we argue that the grand narrative of a target language inhabited by a target culture is outdated and approaches to cultural learning in primary schools could lead the way. There is substantial evidence that most learners find language lessons fun, particularly activities such as songs, stories and intercultural events (Driscoll et al., 2004, 2014; Cable et al. 2010). The discourse on conditions for inclusive practice is less commonplace and little is known about FL learning in areas of high deprivation (Nikolov & Mihaljević Djigunović, 2011). Teachers and headteachers in this study were committed to cultural learning and staff adopted creative approaches to teaching. The findings, however, also indicate that traditional notions of a mono or homogenised national culture with associated stereotypes linger in teachers’ framing of FL. There exists a need for a more personalised approach to cultural learning drawing upon children’s own cultural experiences. Data was analysed thematically following strict ethical guidelines and all names were anonymised to ensure confidentiality.
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Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
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Arnott, Stephanie, and Callie Mady. "Obstacles and opportunities for literacy teaching: A case study of primary core French classrooms in Ontario." Language and Literacy 15, no. 2 (July 25, 2013): 101. http://dx.doi.org/10.20360/g22g66.
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More and more, Canadian educators are being told that literacy development can occur across subject areas of the curriculum. Few studies have focused on whether this applies to core French as a second language (CF). This article reports on a study investigating the literacy teaching practices of Ontario primary core French teachers (n = 3), focusing mainly on the practices of Christine, whose activities, strategies and perspectives highlight the potential for CF instruction to echo literacy principles taught in homeroom English (L1) classrooms, and for both languages to benefit. Context-specific constraints identified by all participating teachers will also be discussed.
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Guzmán-Alcón, Irene. "Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms." English Language Teaching 12, no. 2 (January 9, 2019): 88. http://dx.doi.org/10.5539/elt.v12n2p88.
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It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Maths sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants’ attention to language and content. Results from the study show that communicative language teaching is the approach followed in CLIL and FL sessions, tasks being the organizing units. However, differences are observed in relation to attention to language and use of correction strategies. Our findings suggest the need to use strategies to draw attention to language and content in CLIL settings, and the importance of using a more even range of correction strategies both in CLIL and FL classrooms.
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Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
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Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
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Howlader, Mohammad Rasel. "Exploring Approaches to Teaching Bilingual Education in Countries where English is a First Language: A study in East London." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 77–98. http://dx.doi.org/10.14434/ijlcle.v5i0.26939.
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The aim of the study is to recognize literacy practices of the ethnic minorities and find suitable teaching approaches in a multilingual context in London. The main research question is: How do the ethnic minorities in London want their heritage languages to be recognized in their mainstream schools? Primary research has been carried out through questionnaires and structured interviews and secondary research has been carried out through analyzing published books and articles. In breaking the silence of the bilingual children, it has been suggested that a post communicative approach would be convenient to teach ethnic minority languages and activities like pair work, group work, role play, brainstorming, multiple choice and filling in the gaps would be suitable in bilingual learning. Results show that bilingual learning can be enhanced through parental support, social media, storytelling by grandparents and the inclusion of a bilingual syllabus in the National Curriculum in England.
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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.
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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tools in the process of forming foreign language competence of primary school students, in particular when learning grammar in German. It is considered that in modern educational development conditions it is important to take into account the features of modern students, who are digital native, and the use of digital and multimedia technologies in German lessons is a natural and understandable tool for them. Future teachers and those, who are practicing the early language teaching, need to overcome psychological barriers and doubts about the effectiveness of new tools to make digital and multimedia technology a daily practice. The article proposes digital and multimedia resources and programs that can be used in the process of forming a foreign grammar competence at different stages of grammar processing, while fully complying with the requirements of the program "Foreign Languages for General and Specialty Educational Institutions 1-4 classes" of Ukraine. The comparative analysis of online resources intended for the study of foreign languages, including German, with the existing foreign language program for the New Ukrainian School (2018), taking into account the level of foreign language communication competence at the time of graduation from 4th grade, allowed to systematize existing digital networks on the Internet and cartoon resources in accordance with vocabulary stock and vocabulary topics, which will help to apply them effectively in German lessons, to increase the motivation of younger students, to encourage an independent study of a foreign language
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Macqueen, Susy, Ute Knoch, Gillian Wigglesworth, Rachel Nordlinger, Ruth Singer, Tim McNamara, and Rhianna Brickle. "The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities." Language Testing 36, no. 2 (May 27, 2018): 265–87. http://dx.doi.org/10.1177/0265532218775758.
Full textAbstract:
All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia’s National Assessment Program - Literacy and Numeracy (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is comparable to that of other state and national ‘core skills’ testing programs, which evaluate cross-sections of populations in order to compare results between population sub-groupings. Such comparisons underpin ‘accountability’ in the era of population-level testing. This study investigates the impact of NAPLAN testing on one population grouping that is prominent in the NAPLAN results’ comparisons and public reporting: children in remote Indigenous communities. A series of interviews with principals and teachers documents informants’ first-hand experiences of the use and effects of NAPLAN in schools. In the views of most participants, the language and content of the test instruments, the nature of the test engagement, and the test washback have negative impacts on students and staff, with little benefit in terms of the usefulness of the test data. The primary issue is the fact that meaningful participation in the tests depends critically on proficiency in Standard Australian English (SAE) as a first language. This study contributes to the broader discussion of how reform-targeted standardized testing for national populations affects sub-groups who are not treated equitably by the test instrument or reporting for accountability purposes. It highlights a conflict between consequential validity and the notion of accountability that drives reform-targeted testing.
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Pavlinova, Irina A. "Approaches to the study of the Russian as a native language in primary school." Tambov University Review. Series: Humanities, no. 185 (2020): 147–52. http://dx.doi.org/10.20310/1810-0201-2020-25-185-147-152.
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This study is a logical continuation of the work “On the formation of value attitude to the Russian language study at school”, which addressed the issues of language learning in three aspects: as a state, as a native and as a foreign language. In July 2018, Russia adopted the law “On the study of native languages” for the first time. Along with other national languages, for the first time Russian was considered not only as a state language, but also as a national language, requiring special attention and study. In this regard, we raise the problem of the choice of scientific approaches to the native Russian language study at the first stage of education. We study the course of “native Russian language”, define its goals and objectives and propose a list of scientific and methodological approaches to its teaching. We offer the native Russian language study from the position of four scientific aspects: axiological, communicative-activity, linguocultural and hermeneutic. The essence of each presented approaches is analyzed from the standpoint of the degree of study, development, expediency of use in primary school in theory and practice. We connect the conclusions about the success of applying the presented approaches to the native Russian language study, first of all, with the teachers, who should be an example of real knowledge of the Russian language, love for it, recognize and appreciate the richness of the native culture. We note that the introduction of additional hours of the Russian language is not intended to level the gaps in the students’ knowledge of basic course of the Russian language. Native language study should contribute to the formation of students’ perception of themselves as part of Russian culture, to form a valuable attitude not only to the language, but also to its study.
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
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Iwuchukwu, Matthew O. "LANGUAGE EDUCATION IN NIGERIA: CONTEMPORARY ISSUES AND WAY FORWARD." Cognizance Journal of Multidisciplinary Studies 1, no. 2 (February 28, 2021): 1–20. http://dx.doi.org/10.47760/cognizance.2021.v01i02.001.
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Nigeria is a highly multiethnic and multilingual African country that speaks over 500 indigenous languages and two official languages, English and French, some of which are taught and learned at the primary, secondary and tertiary levels of education. This descriptive study has attempted to discuss the state of language education and related issues in the education sector, involving the mother tongue, English, French and Arabic languages. The paper elucidates a few omissions in the National Policy on Education (NPE) and other factors that militate against effective implementation of the language curriculum such as negative perception, inadequate teaching staff and instructional resources, falling students' enrolment and performance, year abroad challenges, lack of funds and controversies generated by debates on a good lingua franca, etc. Based on the findings and their implications for achieving the objectives of the NPE, some recommendations have also been made for a way forward, for example, the need to review the existing NPE and language curriculum, implement trilingual education, compulsory and free basic education, provide sufficient funds, constitute internal quality assurance committees, carry out research and publish standard textbooks for pupils and students, and create umbrella associations of language teachers at the primary, secondary and tertiary levels of education.
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Rohmani Nur Indah and Galuh Nur Rohmah. "The Communicativeness and Critical Thinking Devices of Language Supplementary Materials for Primary School." RETORIKA: Jurnal Ilmu Bahasa 6, no. 2 (October 29, 2020): 165–72. http://dx.doi.org/10.22225/jr.6.2.2300.165-172.
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Studies show that teaching materials can be integrated with critical thinking skills for enhancing successful learning. However, the integration is not always clear as the communicativeness aspect of the materials also contributes to the goal of effective learning. This study focuses on critical thinking devices and the aspect of communicativeness fulfilled or violated in Indonesian primary school supplementary materials for language courses. It employs content or document analysis on the supplementary materials of the first graders on courses of English, Indonesian and Javanese languages. The analysis is based on the assumption that critical thinking tools and communicative aspects are the two main pillars that characterize the quality of language teaching materials in elementary schools. In addition, critical thinking tools are linked with communicative aspects of language teaching materials to target targeted competency standards. The results show that the communicativeness aspect is supported by the use of real context and authenticity of the materials. In terms of critical thinking device, the supplementary materials are supported by clear purpose in presenting key information. The evaluation on the supplementary materials concerns with the effort to improve the quality of primary school student’s cognitive attainment and critical thinking through communicative supplementary materials.
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Aliyeva, Zh F., F. A. Dursunova, and A. V. Shtanov. "Interlanguage interference of the Azerbaijani and Turkish languages: ways to address the problem (linguistic approach & teaching practice)." Professional Discourse & Communication 2, no. 1 (March 23, 2020): 72–87. http://dx.doi.org/10.24833/2687-0126-2020-2-1-72-87.
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One of the core aspects the methodology of teaching foreign languages focuses on is the issue of interlanguage interference. In this paper it is referred to as some kind of a controversy between the primary and secondary linguistic personalities at the early stages of the latter. This is explained by the dominant nature of the native language compared to the foreign one and is represented:• at the formal level by the mechanical transfer of a certain form of the original native language from one of its levels – phonetic, lexical or grammatical, or• at the associative level of meanings and concepts – while constructing speech in a foreign language, one trensfers the association from the native one; this association is foregrounded within the framework of specific speech conceptual and semantic connections and is relevant for the native language, but senseless for the foreign one.As a rule, calquing results in consequences of different semantic complexity – from blocking a certain speech fragment in a foreign language due to its complete meaninglessness, to inaccuracy and semantic distortion.Interlanguage interference manifests itself differently in different language pairs. For a research it is important to understand how languages of the corresponding pair relate to each other – whether languages are completely different genealogically and typologically; or matching either genealogically or typologically; or closely related both genealogically and typologically. The aim of the paper is to study the interference in a pair of closely related languages: Azerbaijani & Turkish, where the former is native and the latter is foreign. This is a special case for study, since the significant similarity of the two languages, though providing many positive results, gives an absolutely specific type of interference. İt requires a detailed analysis in order to overcome the negative impact of the mother tongue on a foreign language in the process of foreign language acquisition.