How a Community of Practice Shapes a Modern Foreign Language Teacher’s Views of Herself as a Teacher over Time and Space: A Biographical Case Study

2019 ◽  
pp. 143-166
Author(s):  
Christina Richardson
Keyword(s):  
Foreign Language ◽  
Community Of Practice ◽  
Time And Space ◽  
Over Time

Identities and beliefs across time and space

2020 ◽  
pp. 1-24
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Hong Kong ◽  
Narrative Inquiry ◽  
Learning Trajectories ◽  
Time And Space ◽  
Inquiry Approach ◽  
English Speaking ◽  
Native English Speaking ◽  
The U.S ◽  
Over Time

Abstract This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner. The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief in L2 learning trajectories.

Imagining Zimbabwe as home: ethnicity, violence and migration

2020 ◽  
Vol 63 (3) ◽  
pp. 616-639
Author(s):  
Duduzile S. Ndlovu
Keyword(s):  
South Africa ◽  
National Identity ◽  
Asylum Seekers ◽  
Time And Space ◽  
One Dimensional ◽  
Political Events ◽  
Migration Narratives ◽  
And Migration ◽  
Over Time

Abstract:Migration debates tend to focus on the numbers of people moving, whether they are economic migrants or asylum seekers, deserving or not of protection. This categorization usually rests on national identity, necessitating simplified one-dimensional representations. Ndlovu uses a case study of Zimbabwean migrants memorializing Gukurahundi in Johannesburg to highlight the ways in which migration narratives can be more complex and how they may shift over time. She presents Gukurahundi and the formation of the MDC in Zimbabwe, along with xenophobic violence in South Africa, as examples of the ways that the meanings of national and ethnic identities are contested by the migrants and influenced by political events across time and space.

scholarly journals Changes in Parasitoid Communities Over Time and Space: A Historical Case Study of the Maize Pest Ostrinia nubilalis

PLoS ONE ◽  
2011 ◽  
Vol 6 (9) ◽  
pp. e25374 ◽  
Author(s):  
Laurent Folcher ◽  
Denis Bourguet ◽  
Denis Thiéry ◽  
Laurent Pélozuelo ◽  
Michel Phalip ◽  
...  
Keyword(s):  
Ostrinia Nubilalis ◽  
Historical Case Study ◽  
Time And Space ◽  
Historical Case ◽  
Over Time

Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students

2017 ◽  
Vol 23 (5) ◽  
pp. 541-561 ◽  
Author(s):  
Ming Huei Lin ◽  
Jia-Ying Lee
Keyword(s):  
Foreign Language ◽  
Covariance Analysis ◽  
Data Driven ◽  
Translation Method ◽  
Paired Sample ◽  
Empirical Assessment ◽  
Efl Context ◽  
Study Results ◽  
Over Time

This study of 52 undergraduates of English as a foreign language (EFL) involves an empirical assessment of the pedagogical suitability of data-driven learning (DDL) in three Taiwanese grammar classes. One class (16 students) was taught using a traditional deductive approach (TDA), and the others (one of 17 and one of 19 students) were taught using blends of DDL and TDA. The participants’ performance in grammar and their judgments of the teaching effects of DDL were both collected for analysis. Using a covariance analysis, the study results indicate no significant differences between the three classes in grammar proficiency, although paired-sample t-tests reveal significant gains for each class. However, the results of quantifying participants’ perceptions of the treatments over time show clear changes as the experiment proceeded; there was a growing preference for DDL-integrated treatments but a disinclination towards the TDA. Although it seems premature to claim DDL’s pedagogical suitability here, the overall results lend support to the legitimacy of practicing DDL in different educational areas. This is particularly notable for Taiwan’s EFL context, given that most of its grammar classrooms are still employing conventional approaches, including the Grammar Translation method, even if they are not inclined towards them. The article concludes with a discussion of DDL’s effects on future EFL grammar classes and possible avenues for further studies.

scholarly journals Improving the Praxis of Conversation Club Leaders in a Community of Practice: A Case study in a Self-Access Centre

2019 ◽  
pp. 165-180
Author(s):  
Pamela Sigala Villa ◽  
Adelina Ruiz-Guerrero ◽  
Laura María Zurutuza Roaro
Keyword(s):  
Knowledge Management ◽  
Foreign Language ◽  
Community Of Practice ◽  
Language Proficiency ◽  
The Self ◽  
Effective Practices ◽  
Foreign Language Proficiency ◽  
Club Leader

The role that a conversation club plays in the improvement of foreign language proficiency of its users in a self-access centre varies according to the strategies a conversation club leader applies. This paper reports the changes made by conversation club leaders (CCLs), who formed a community of practice (CoP) under the methodology of Knowledge Management (KM) to become aware of the effective and non-effective practices they employed through recording themselves, sharing their experiences, listening to each other, and analyzing their performance. A total of six conversation club leaders participated in the case study that took place in 2016. The outcome was a series of strategies generated by the CCLs and shared with all new CCLs in the self-access centre.

scholarly journals The SAC as a Community of Practice: A Case Study of Peer-Run Conversation Sessions at the Universidad del Caribe

2015 ◽  
pp. 313-321
Author(s):  
Elvira del Carmen Acuña González ◽  
Magdalena Avila Pardo ◽  
Jane Elisabeth Holmes Lewendon
Keyword(s):  
Community Of Practice ◽  
Present Article ◽  
The Self ◽  
Efl Students ◽  
The Creation ◽  
Advance Knowledge ◽  
Over Time

The present article describes how the development of the ‘conversation sessions’ in the self-access centre (SAC) fostered a Community of Practice (CoP) as theorised by Lave & Wenger (1991). Our SAC is at a government-funded university in Cancun, Mexico. The conversation sessions were implemented with the aim to offer our EFL students the opportunity to practice speaking on a regular basis to complement their English programme. These peer-run conversations, in turn, are one of the key elements that led to the creation of a CoP where SAC users and personnel share a repertoire of resources and conventions created over time in order to form, transmit and advance knowledge.

When Culturally Significant Songs are Decontextualised: The Initiation Song Somagwaza, A Case Study

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
T Dowling ◽  
Somikazi Deyi ◽  
Anele Gobodwana
Keyword(s):  
Qualitative Research ◽  
Comparative Method ◽  
Popular Song ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Ritual Music ◽  
Constant Comparative Method ◽  
Small Focus ◽  
Over Time

While there have been a number of studies on the decontextualisation and secularisation of traditional ritual music in America, Taiwan and other parts of the globe, very little has been written on the processes and transformations that South Africa’s indigenous ceremonial songs go through over time. This study was prompted by the authors’ interest in, and engagement with the Xhosa initiation song Somagwaza, which has been re-imagined as a popular song, but has also purportedly found its way into other religious spaces. In this article, we attempted to investigate the extent to which the song Somagwaza is still associated with the Xhosa initiation ritual and to analyse evidence of it being decontextualised and secularised in contemporary South Africa. Our methodology included an examination of the various academic treatments of the song, an analysis of the lyrics of a popular song, bearing the same name, holding small focus group discussions, and distributing questionnaires to speakers of isiXhosa on the topic of the song. The data gathered were analysed using the constant comparative method of analysing qualitative research.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

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