Teaching linguistics through language construction

2021 ◽  
Author(s):  
Yılmaz Köylü
Keyword(s):  
Language Learning ◽  
Linguistic Diversity ◽  
Project Based Learning ◽  
Learning Skills ◽  
The Us ◽  
Students First ◽  
Long Course ◽  
High Level ◽  
Semantic Properties ◽  
Specific Project

Abstract This article details how introductory linguistics courses can increase student engagement and learning through a project-based approach, whereby the students first study the subfields of linguistics with a view to complete the main project of the course, namely to construct a novel language. I provide information from a semester-long course with specific project-based activities teachers could utilize in their classes. I also thoroughly examine the constructed language projects based on 33 student submissions in an introductory linguistics course in the US. The analysis indicates a high level of engagement and creativity by the students in creating a distinct orthography, phonetic, morphological, and syntactic rules and semantic properties for their constructed languages. The results from a 20-item questionnaire and student exit interviews indicate that the project-based approach adopted in the completion of their constructed languages proved effective in (a) improving student motivation and engagement; (b) helping students apply the knowledge of the material to carry out linguistic analysis; (c) enhancing students’ language learning skills; (d) encouraging them to study additional foreign languages; and finally (e) promoting linguistic diversity. Hence, as an innovative and effective method still in its infancy, project-based learning should be more widely implemented in linguistics instruction.

scholarly journals A Web-based Learning System using Project-based Learning and Imagineering

2017 ◽  
Vol 12 (05) ◽  
pp. 4 ◽  
Author(s):  
Pinanta Chatwattana ◽  
Prachyanun Nilsook
Keyword(s):  
Cooperative Learning ◽  
Project Based Learning ◽  
Learning System ◽  
Learning Skills ◽  
Web Based ◽  
Learning Content ◽  
Web Based Learning ◽  
High Level ◽  
Creative Construction ◽  
The Web

The objective of this research is: 1) to develop a web-based learning system using project-based learning of imagineering to enhance the creative construction of multimedia skills and cooperative learning skills; and 2) to evaluate the quality and efficiency of the web-based learning system using project-based learning of imagineering to enhance the creative construction of multimedia skills and cooperative learning skills. In order to develop the system, the researchers studied concepts and theories of project-based learning and learning activities that fit learners in the 21st century, and which are used to enhance creative construction of multimedia skills and cooperative learning skills. The samples were 5 experts selected from a renowned educational institute with expertise in computer, information and communication technology for education, and educational technology. The web-based learning system was developed in line with the concepts of the ADDIE model of learning and systems development. The results showed that 1) the development of web-based learning can be divided into two sections: (1.1) a student system that displays learning content and a student management system, including a webboard, (1.2) a lecturer system, which is an administrative and learning management made for the students. 2) Evaluation of the quality and efficiency of the developed web-based learning system showed that (2.1) the quality of both learning content and the learning design of the developed web-based learning system was rated at a high level, and (2.2) the overall efficiency of the developed web-based learning system was rated at the highest level.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates

2014 ◽  
Vol 5 (1) ◽  
pp. 73-97 ◽  
Author(s):  
Yihong Gao ◽  
Xiaoying Wang ◽  
Yan Zhou
Keyword(s):  
Longitudinal Study ◽  
Language Learning ◽  
Local Context ◽  
Global Identity ◽  
Home Culture ◽  
Undergraduate Study ◽  
Motivational Intensity ◽  
Group Interviews ◽  
High Level ◽  
Situational Motivation

AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.

scholarly journals Has the Propensity to Pay Dividends Declined? Evidence from the US Banking Sector

2021 ◽  
Vol 14 (3) ◽  
pp. 103
Author(s):  
Shaojie Lai ◽  
Qing Wang ◽  
Jiangze Du ◽  
Shuwen Pi
Keyword(s):  
Banking Sector ◽  
Logit Models ◽  
Sample Period ◽  
Financial Firms ◽  
The Us ◽  
The Difference ◽  
High Level ◽  
Propensity To Pay ◽  
Financial Firm ◽  
Very High

This article examines the propensity to pay dividends in the U.S banking sector during 1973–2014. Although the propensity to pay dividends has been declining over the 52 years of our sample period, banks are consistently more likely to pay dividends than non-financial firms. Using the coefficients from logit models estimated early in the sample period to forecast the percentage of dividend payers in each subsequent year, we conclude that there has been a decline in the likelihood of paying dividends in the banking sector. However, the decline started from a very high level as compared to that of the non-banking sectors. In addition, the variables taken from the non-financial firm literature do not explain the difference between the actual and expected percentage of dividend payers in the banking sector. We also conduct exploratory analyses with bank-specific variables. Although newly included variables are significantly related to the likelihood of paying dividends, they do not explain the declining propensity to pay dividends in the banking sector.

June summits signal progress on EU-US trade ties

2021 ◽  
Keyword(s):  
Corporate Taxation ◽  
Gas Pipeline ◽  
Security Technology ◽  
Content Type ◽  
Transatlantic Cooperation ◽  
The Us ◽  
Us Government ◽  
Nord Stream ◽  
High Level ◽  
Two Sides

Significance The two sides have suspended tariffs arising from their dispute over subsidies to Airbus and Boeing, are working on an international deal on corporate taxation and have established a high-level council to discuss issues at the nexus of security, technology and trade. Impacts A major aim of closer transatlantic cooperation is better coordination of policies with respect to China. Closer transatlantic cooperation over China might soften US opposition to the Nord Stream 2 gas pipeline. It will be difficult for the US government to pass legislation concerning trade given the Democrats' precarious majority in both houses.

scholarly journals Effects of Alternative Assessment in EFL Classroom: A Systematic Review

2020 ◽  
Vol 3 (2) ◽  
pp. 7-18
Author(s):  
Wali Khan Monib ◽  
Abdul Qudos Karimi ◽  
Nazifullah Nijat
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Alternative Assessment ◽  
Focal Point ◽  
Empirical Studies ◽  
Inclusion Criteria ◽  
Online Search ◽  
Learning Skills ◽  
Positive Effects ◽  
Efl Context

Alternative assessment has been the focus of many educational researches in EFL classroom. This study was carried out to highlight the definition, characteristics and effects of alternative assessment in EFL context by reviewing current research on assessment. The research consisted of a systematic review of the empirical studies on alternative assessment in EFL classroom. Focusing solely on online search, many studies were found but only (n=24) met the inclusion criteria involving a total of (n=1588) participants. Also, it aimed to scrutinize the methods, participants and findings of the selected studies as well as the locations where they were conducted. The findings indicated that most of the studies (18 out of 24) reported positive effects of employing alternative assessment on language learning skills in EFL classroom. The results also show that the dominant method employed in the articles was quantitative where students were the main focal point involved in the research as their participants. The study is further concluded with a discussion on definition, characteristics and effects of alternative assessment in EFL context.

scholarly journals Editorial

2014 ◽  
Vol 37 (3) ◽  
pp. 190-197 ◽  
Author(s):  
Ingrid Piller
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Social Order ◽  
Social Inclusion ◽  
English Language ◽  
Equal Opportunity ◽  
Linguistic Diversity ◽  
English Language Proficiency ◽  
Editorial Introduction ◽  
Original Research

This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity.

scholarly journals Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global

2019 ◽  
Vol 3 (2) ◽  
pp. 39-44
Author(s):  
Muhammad Munib
Keyword(s):  
Education System ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Educational Institutions ◽  
Skilled Workers ◽  
The Future ◽  
High Level

Often we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one's own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students' soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education.

scholarly journals ‘transformative’ potential of translanguaging and other heteroglossic educational practices

2020 ◽  
Vol 1 (2) ◽  
pp. 266-289
Author(s):  
M. Rafael Salaberry
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Practical Implementation ◽  
Heritage Speakers ◽  
Linguistic Resources ◽  
The Us ◽  
Negative Effect ◽  
Heritage Speakers Of Spanish

Over the last few decades, there has been an increased awareness about imprecise, inaccurate and, thus, unfair conceptualisations of language based on monoglossic views of language that delegitimise the linguistic repertoire of multilingual minorities as is the case of heritage speakers of Spanish in the US or speakers of Lingua Franca English worldwide. At the same time, there are theoretical and educational proposals that offer new conceptualisations of multilingualism focused on the concept of heteroglossia, which, in contrast with monoglossic views, focuses our attention on the fluid and full use of all linguistic resources available to language learners/users as they engage in the process of interacting with their interlocutors. In the present paper, I describe an important challenge that compromises the valuable agenda of heteroglossic approaches to develop multilingualism: the effect of listeners’ biases and reverse linguistic stereotyping. That is, educational programmes designed to counteract the negative effect of monoglossic approaches to second language learning in general cannot adopt a segregationist approach (neither in their theoretical design nor in their practical implementation). To place this challenge in context, I describe in detail the specific example of Spanish heritage second language learners at the tertiary level of education in the US setting and I also provide a broad outline of potential improvements in the curricular design of such programmes.

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