Taalonderwijs Aan Buitenlandse Kinderen op de Kleuterschool; (Een Stukje) Praktijk en Theorie.

1977 ◽  
Vol 2 ◽  
pp. 36-43
Author(s):  
René Appel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Migrant Workers ◽  
Second Language Learning ◽  
Hidden Curriculum ◽  
Language Education ◽  
Language Curriculum ◽  
Second Language Education ◽  
Basic Characteristics

This article discusses some ideas regarding the second-language education at the kindergarten for migrant workers children. The ideas are based on opinions about the nature of the second-language-learning process and on the results of a small experiment on the usage of Dutch by foreign children. It is argued that there are a lot of similarities between the first- and the second-language-learning processes. In the first-language-learning process the parents present the child with a kind of hidden curriculum which facilitates the acquisi-tion of the syntax, semantics and pragmatics of a language. The basic characteristics of this hidden curriculum can also be used for a second-language curriculum for foreign children in the kindergarten.

scholarly journals The meaning(s) of practice: Puzzling through performative language practice with refugee learners

2020 ◽  
Vol 8 (2) ◽  
pp. 227-244 ◽  
Author(s):  
Erika Piazzoli ◽  
Elif Kir Cullen
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Asylum Seekers ◽  
Second Language Learning ◽  
Qualitative Interviews ◽  
Language Education ◽  
Language Pedagogy ◽  
Second Language Education ◽  
Performative Language ◽  
Refugees And Asylum Seekers

This article features an investigation into the semantics of the term ‘practice’ coexisting in a multidisciplinary research context. The background of the discussion is a government-funded study with refugees and asylum seekers in Ireland, where process drama, music and dance were used to facilitate second language learning – an approach known as performative language pedagogy. The research is framed by exploratory practice, a methodology that considers ‘practice-as-research’ and ‘understanding-for-practice’ in second language education. An investigation of the meaning(s) of the term ‘practice’ was imperative as a semantic gap existed between the use of the term ‘practice’ in exploratory practice (the research methodology underpinning the study) and the concept of ‘practice’ in performative language pedagogy (the teaching approach used in the study). This article presents findings from twelve qualitative interviews with teacher/artists and practitioners that point towards a shared understanding of practice when working with refugees in language education settings.

scholarly journals Social Robots for Language Learning: A Review

2018 ◽  
Vol 89 (2) ◽  
pp. 259-295 ◽  
Author(s):  
Rianne van den Berghe ◽  
Josje Verhagen ◽  
Ora Oudgenoeg-Paz ◽  
Sanne van der Ven ◽  
Paul Leseman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Age Groups ◽  
Language Education ◽  
Social Robots ◽  
Future Research ◽  
Robot Assisted ◽  
Second Language Education

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.

scholarly journals The Role of Teachers in Task-Based Language Education

2016 ◽  
Vol 36 ◽  
pp. 164-181 ◽  
Author(s):  
Kris Van den Branden
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Education ◽  
Research Literature ◽  
Second Language Education ◽  
Teacher As Researcher ◽  
Scant Attention ◽  
Pedagogical Literature

ABSTRACTBoth in the research literature on tasks and second language learning and in the pedagogical literature on task-based language teaching (TBLT), the role of the teacher has received scant attention. In this article, the role of the teacher in TBLT is approached from three perspectives: (a) the teacher as mediator of the students’ language development, contributing to the effectiveness of TBLT as a pedagogical approach to second language education; (b) the teacher as a key figure in the implementation of TBLT, and thus as a change agent in the innovation of second language education; and (c) the teacher as researcher, and thus as an active contributor to the development and further refinement of TBLT as a researched pedagogy.

Teachers’ Role in Dealing with Errors in Students’ Second Language Learning

2017 ◽  
Vol 7 (8) ◽  
pp. 644
Author(s):  
Wei Zuo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Corrective Feedback ◽  
Language Education ◽  
Learning Ability ◽  
Public Attention ◽  
Positive Effects ◽  
Language Class

Methods applied to improve learners’ achievements in learning process have aroused public attention in second language education. Error correction is what both teachers and learners often focus on, and most of them over emphasized the importance of corrective feedback, which leads to a lack of confidence in learners to tap their capacity in using the new language. Therefore, this paper discusses the effective way to deal with learners’ errors in second language learning process. A switch from the emphasis on the correct form of language to the way to improve learners’ learning ability is investigated in a second language class with instructions of how to apply new knowledge properly in practice being introduced in Group Work activities. Grading in Learners wring and oral exams analyzed by SPSS shows an advancement as well as the improved learning confidence. Some effective teaching methods and the positive effects from the results of a quantitative research on second language learners are explored in this paper, which are of great use in a second language class as well as some relative researches.

scholarly journals Contrastive Analysis Hypothesis and Second Language Learning

2019 ◽  
pp. 35
Author(s):  
Ali Akbar Khansir ◽  
Farhad Pakdel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Contrastive Analysis ◽  
Second Language Education ◽  
Language Studies ◽  
The World

This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.

scholarly journals Second Language Education in the Early Years:Implications on Literacy Learning

2019 ◽  
Author(s):  
Boutin Charles Manon
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Language Education ◽  
Literacy Learning ◽  
Language Abilities ◽  
Second Language Education ◽  
French Speaking ◽  
Intellectual Skills

Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

scholarly journals A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

2016 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Qudsia Iqbal Hashmi
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
English Learning ◽  
Statistical Inferences ◽  
Better Than

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

French Immersion “So Why Would You do Something Like That to a Child?”

2016 ◽  
Vol 1 (1) ◽  
pp. 42-58 ◽  
Author(s):  
Renée Christine Bourgoin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
English Teachers ◽  
French Immersion ◽  
Students At Risk ◽  
Academic Difficulties ◽  
Beliefs And Practices ◽  
Second Language Education

French Immersion (FI) continues to grow in popularity and diversity across Canada. However, the suitability of immersion for academically challenged students has often been questioned. This study explored English teachers' beliefs and practices, particularly as they relate to the suitability of French immersion for various learners. It also explored ways by which English teachers frame issues of accessibility to FI for students at risk for academic difficulties. Data revealed that myths about second language education still permeate the system in ways that potentially impact who as access to the FI program. Findings also highlight that the sociocultural and sociopolitical context of this study influences and is being influenced by beliefs about and attitudes toward second language learning. The widespread existence of beliefs and practices grounded in myths or traditional views about second language acquisition points to a need for greater education about issues that potentially limit access to FI.

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