Cross-Cultural and Multicultural Narrative Inquiry

2021 ◽  
Author(s):  
Candace Schlein ◽  
Elaine Chan ◽  
JoAnn Phillion
Keyword(s):  
Narrative Inquiry ◽  
Teaching And Learning ◽  
School Experiences ◽  
Cross Cultural ◽  
Policy And Practice ◽  
Multicultural Curriculum ◽  
Teachers And Students ◽  
Cultural Curriculum ◽  
Research In Education ◽  
Experiential Research

There is a need to move from a policy curricular perspective to a pragmatic orientation of the curriculum so that issues of teaching and learning may sharpen into focus in relation to learning interactions between teachers and students. An experiential perspective on the curriculum through narrative inquiry would contribute significantly to the existing literature. Further work highlighting students’ and teachers’ lives serves to underscore natural overlaps between cross-cultural and multicultural vantages on research in education. Narrative inquiry work in the areas of multicultural curriculum and cross-cultural curriculum are seminal for supporting a vision emphasizing experience. Data drawn from experiential research that combines multicultural curriculum and cross-cultural curriculum may inform policy and practice from a contextualized vantage. Narrative inquiries that adopt multicultural and cross-cultural lenses represent tremendous potential for extending educator professional development and enhancing understanding of students’ school experiences.

scholarly journals Experiential research for understanding the complexity of teaching and learning English as a foreign language

2020 ◽  
Vol 73 (1) ◽  
pp. 19-42
Author(s):  
Laura Miccoli ◽  
Raquel Bambirra ◽  
Carolina Vianini
Keyword(s):  
Foreign Language ◽  
Dynamic Systems ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experiences ◽  
Complex Nature ◽  
Teachers And Students ◽  
Successful Approach ◽  
Experiential Research ◽  
Language Teaching And Learning

Narratives reveal complex nets of experiences, typical of dynamic systems. Disentangling them reveals their nature, broadening and deepening the understanding of complex language teaching and learning processes. In this paper, we present over 20 years of research done in Brazil, focusing on foreign language teaching and learning experiences. Reviewing the motivation that led Author 1 to the emergence of experiential research, we discuss experience as a construct and unit of analysis and its complex nature; share visual representations of the complexity of teaching and learning experiences with illustrative data excerpts; and finally present teachers’ and students’ experiential frames of reference for research. To conclude, we defend experiential research as a successful approach to investigate language teaching and learning, hoping that other researchers may find it useful.

scholarly journals Cross-Cultural Reactions to Using Computers in the Early Childhood Education Classroom

2002 ◽  
Vol 3 (2) ◽  
pp. 274-288 ◽  
Author(s):  
John Castellani ◽  
Linda Tsantis
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Research Study ◽  
Computer Software ◽  
Learning Task ◽  
Cross Cultural ◽  
Childhood Education ◽  
Summer Enrichment ◽  
Teachers And Students ◽  
Enrichment Program

The purpose of this study was to explore teacher and student use of KIDWARE as an integrated element throughout a countywide summer enrichment program. In particular, the intent of this research study was to look specifically at how elementary school English as a Second Language (ESOL) teachers and students used the KIDWARE program. This study was conducted under the assumption that technology has the capacity to allow students to work in authentic environments and create meanings based on their understanding of the teaching and learning task, and that computer software constitutes a human artifact and as such expresses the culture of its creators. This study was designed to engage with such software and to explore how it was used in an early childhood setting for ESOL learners.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

scholarly journals Perceptions Towards Integrating Desire2Learn System in EFL Teaching and Learning Processes

2018 ◽  
Vol 11 (9) ◽  
pp. 1
Author(s):  
Eman Abdel-Reheem Amin ◽  
Faiza Abdalla ELhussien Mohammed
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Acceptance Model

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students’ perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants’ perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants’ perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants’ responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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