scholarly journals Neglected assets in migrants’ health literacy promotion: Translanguaging and second language teacher

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Online Survey ◽  
Literacy Practices ◽  
Participant Observation ◽  
Group Discussion ◽  
Realist Review ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Courses

Abstract Background Providing health care to migrants and refugees can be difficult due to language discordance, divergent cultural preferences and low levels of health literacy (HL). To improve it, experts suggest promoting newcomers' HL in second language courses (SLC). Yet, little empirical evidence exists on the promotion HL in SLC exist, and the HL debate ignored the plurilingual and pluricultural competencies defined in the Common European Framework of Reference for Languages. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of HL in SLC and developed interventions to promote it. This study's purpose was to understand how HL is addressed in SLC, what teachers contribute and how first language and culture are used to promote HL. Methods In our multi-method study, we conducted a realist review of SLC (N = 13 interventions), document analyses of SLC teaching materials worldwide (N = 22) and of German textbook-series (N = 8*3), participant observation in two language courses (N = 100 hours), interviews (N = 15) and focus group discussion (N = 14) with German SLC teachers and an online survey (N = 25) among SLC teacher and triangulated our results. Results Four topics emerged: SLC material include various units on health stimulating HL development. Newcomers possess many assets (experiences, language and cultural skills) and show various strategies for using these assets to acquire new HL skills such as translanguaging, digital devices, social support. Teachers play a crucial role in promoting HL in informal conversations, by modelling and in developing interactive, asset-valuing HL-promoting activities. Conclusions HL interventions in SLC can draw from a wealth of assets and can be more promising by strengthening translanguaging and transculturing skills and providing discussion stimulating materials. Key messages Migrants’ health literacy practices are characterized by a unique use of translanguaging and transculturing. Second language teachers can promote migrants’ health literacy especially by facilitating learning opportunities that encourage them to use their assets.

Illuminating (digital) health literacy practices using applied linguistics

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Everyday Life ◽  
Conceptual Model ◽  
Health Knowledge ◽  
Literacy Practices ◽  
Qualitative Content Analysis ◽  
Digital Health ◽  
Organizational Contexts ◽  
Language Courses

Abstract Background Health literacy (HL) is key to making well-informed health decision in analogous and virtual social situations and organizational contexts. Multiple models and instruments of HL exist, but an in-depth understanding of the various HL-related everyday life situations and their digital and linguistic requirements are scarce. Here, the expertise of second language courses (SLC) can be of great value as they support newcomers acquiring the necessary skills for everyday communication, including health. In the project SCURA, funded by the German Federal Ministry for Education and Research, we explored the German SLC, attended by 2.1 million migrants and refugees since 2005, and developed interventions to promote HL in it. The aim is to understand what everyday situations require (digital) HL skills, what characterizes them and what can we learn for HL models and interventions. Methods We conducted a qualitative content analysis (Bowen 2009) of the 8 newest, approved German second language textbooks series, identified all tasks related to HL, analyzed the situation, topic, language skills, analogue/digital and HL dimension and compared the findings with the HLS-EU conceptual model of HL. Results We identified 180 HL-related communication situations, including 33 tasks related to digital HL. Compared to the HLS-EU conceptual model, the HL activities in SLC reveal a broad understanding of HL including physical, mental and social aspects of HL, linguistic, cultural and digital skills and even critical HL. 5 HL-related dimensions emerged: communication for health, health literacy, health knowledge, health behaviour and life-skills. The differentiation and activities can help to develop further models and interventions that target specific situations requiring digital HL more effectively. Conclusions The analysis of the SLC curricula specified the various (digital) HL-related everyday life situations and! the differentiated model helps to develop promising interventions.

scholarly journals Migrants and refugees’ children’s role in promoting the family health literacy in second language courses

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Empirical Evidence ◽  
Health Knowledge ◽  
Participant Observation ◽  
Family Health ◽  
Good Health ◽  
Vulnerable Groups ◽  
Ministry Of Education ◽  
Language Courses

Abstract Background Recent research on health literacy (HL) stresses the importance of the social context for children's HL, especially among vulnerable groups such as migrants and refugees. However, reaching migrant is difficult, so experts recommend adult second language courses (SLC) as promising settings to promote HL of migrants and their families. Yet, empirical evidence of promoting family health literacy (FHL) in SLC is scarce. The project SCURA, funded by the German Federal Ministry of Education and Research, therefore aimed at exploring how FHL is addressed in SCL and to develop an FHL promoting intervention. Methods We conducted a mixed-method study, including a scoping study on empirical evidence of HL in SLC (N = 17), analyses of international curricula (N = 22) and of German textbooks (N = 24), participant observation in two SLC (100 hours), expert interviews (N = 15) triangulated the findings and conceptualized an FHL intervention. Results Whereas health is a preferred topic in SLC because it is interesting, and engaging and included in the standard SLC curricula, FHL is rarely targeted and not defined. Qualitative data reveal a vast scope of FHL related occasions offering possibilities to improve parents' health knowledge, communication skills and health literacy. Based on the results, we developed and implemented a multi-modal diversity sensitive FHL program, integrated into SCL, that targets parents' and children's physical, mental and social health topics, promotes FHL, and empowers migrant families to make good health decisions within their new context. Conclusions Currently, standard SLC rarely target FHL in the curriculum, but FHL topics are informally discussed. Hence, training teachers to use the upcoming FHL topics to teach the second language is a win-win-solution for it achieves both aims: increasing HL and language skills.

Living With Ambiguity: Toward Culture Exploration in Adult Second-Language Classrooms

2001 ◽  
Vol 19 (1) ◽  
pp. 01 ◽  
Author(s):  
Roumiana Ilieva
Keyword(s):  
Second Language ◽  
Participant Observation ◽  
Language Education ◽  
Cross Cultural ◽  
Cultural Encounters ◽  
Community Culture ◽  
Language And Culture ◽  
Second Language Education ◽  
Culture Teaching ◽  
Language Classrooms

On the basis of personal experiences with immigration and current conceptualizations of culture in anthropological and culture teaching literature, this article outlines an approach to cultural instruction in adult second-language education, named "culture exploration," which calls for the recognition of ambiguity embedded in cross-cultural encounters. Culture exploration consists of employing techniques of ethnographic participant observation in and outside the classroom and holding reflective, interpretive, and critical classroom discussions on students' ethnographies. It is argued that through culture exploration students can develop an understanding of humans as cultural beings, of the relationship between language and culture, and of the necessity of living with the uncertainty inherent in cross-cultural interactions. Through this process of naming their experience of the target community culture and reflecting on it, it is hoped that students will be in a position to develop their own voice and will be empowered to act to fulfill their own goals in their new environment.

scholarly journals Conceptualizing health literacy promotion in second language courses based on a realistic review

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Basic Education ◽  
Theory Of Change ◽  
Local Health ◽  
Ministry Of Education ◽  
Language Courses ◽  
Education Courses ◽  
Relevant Factors

Abstract Background Second language courses (SLC) and adult basic education courses are considered appropriate settings for promoting health literacy (HL) of vulnerable and hard-to-reach migrants and refugees. Yet, these courses and the process of HL promotion in SCL are not yet empirically well-understood. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of SLC in HL promotion and developed interventions to improve the HL of newcomers. This study's aim was to analyze projects on HL promotion in SCL and to develop an empirically based theory of change. Methods We conducted a systematic literature search on HL and SCL on four databases (PubMed, PsycInfo, ERIC, google scholar) and a free online research. Two researchers screened titles, abstracts and full-text and identified 20 articles of 13 interventions eligible for a realistic review (Pawson 2005). We extracted the context and characteristics of the programs, methods, results, influences and triangulated the data to create a model. Results Despite the heterogeneous contexts, HL can be successfully promoted in SLC. The theory of change unfolds key program activities, outputs and outcomes, supporting factors and their relationships, and specifies the roles of teachers, health professionals, schools and students. The study reveals factors ensuring sustainability e.g. integrating health topics in the standard SLC, capacity building of teachers and institution, partnerships with local health services and focusing on language for health. Conclusions HL can be improved in SLC, but interventions need to adapt flexibly to the context and situation. Further relevant factors and process are depicted in the empirical-informed model facilitating the development of interventions and to advance the discussion on HL in SLC. Key messages Empirical data proves second language courses are adequate settings for promoting health literacy. The empirically-informed theory of change helps to guide the development of promising interventions to develop health literacy in second language courses.

scholarly journals DEVELOPING ESL/EFL LEARNERS� PUBLIC SPEAKING SKILLS THROUGH PECHA KUCHA PRESENTATIONS

2017 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Romualdo A. Mabuan
Keyword(s):  
Second Language ◽  
21St Century ◽  
Public Speaking ◽  
Group Discussion ◽  
The Philippines ◽  
Language Teachers ◽  
Speech Communication ◽  
English As Second Language ◽  
Increasing Demand ◽  
Esl Learners

In the 21st century workplace, there has been an increasing demand for graduates to possess communicative competence particularly in speaking. Anchored on the 21st Century Learning Framework (Partnership for 21st Century Skills or P21, 2006) and the TPACK Framework (Koehler & Mishra, 2009), this study reports findings on the pedagogical viability of utilizing Pecha Kucha 20x20 Presentations in developing students� competence and confidence while presenting in the language classroom. Research participants include 43 English as Second Language (ESL) learners taking Speech Communication classes in a private university in Manila, the Philippines during the second semester of the academic year 2016-2017. Research data from students� reflections, interviews, survey, and focus group discussion (FGD) suggest that despite some format and technological limitations, delivering Pecha Kucha presentations may help students develop their English speaking and oral presentation skills, build their confidence in speaking before an audience, and practice their English macro skills such as listening and reading. In the light of these findings, pedagogical implications are provided for ESL (English as a second language) and EFL (English as a foreign language) teachers, communication educators, and researchers.Keywords: Teaching speaking, Pecha Kucha Presentations, ESL public speaking, TPACK

scholarly journals The Linguistic Integration of Refugees in Italy

2019 ◽  
Vol 8 (10) ◽  
pp. 284 ◽  
Author(s):  
Bianco ◽  
Ortiz Cobo
Keyword(s):  
Language Learning ◽  
Participant Observation ◽  
Language Teachers ◽  
Structured Interviews ◽  
Council Of Europe ◽  
Italian Language ◽  
Teachers Perceptions ◽  
Language Courses ◽  
Linguistic Integration ◽  
Final Consideration

The creation of laws regarding the linguistic integration of migrants has contributed to the change in Italian language teaching, which has had to adapt its materials and methodology to migrants. However, the specific case of refugees has not been specifically assessed, with the exception of experimentation with the Council of Europe toolkit for refugees. This paper aimed to study the linguistic integration of adult refugees in Italy by conducting an ethnography through participant observation and semi-structured interviews between Italian language teachers and refugees. The results of this work show both the teachers’ perceptions of the refugees’ linguistic integration and the refugees’ perceptions of linguistic integration practice. The conclusions highlight the need for more hours of Italian language courses as well as lessons based on specific integration needs. Moreover, this study emphasizes that the integration practice itself implies language learning. A final consideration is made concerning the current integration situation of refugees in Italy.

scholarly journals The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada

2021 ◽  
Vol 24 (1) ◽  
pp. 26-53
Author(s):  
Katherine Rehner ◽  
Ivan Lasan ◽  
Anne Popovich ◽  
Zehra Palta
Keyword(s):  
Second Language ◽  
Professional Learning ◽  
Speech Acts ◽  
Classroom Practice ◽  
Online Survey ◽  
Real Life ◽  
Language Teachers ◽  
Authentic Materials ◽  
Second Language Teachers ◽  
The Impact

This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.

scholarly journals Imparare guardando, insegnare mostrando Peculiarità e limiti nella didattica di una lingua non vocale e non scritta

2021 ◽  
Author(s):  
Maria Roccaforte
Keyword(s):  
Second Language ◽  
Sign Language ◽  
Teaching And Learning ◽  
Metalinguistic Awareness ◽  
Writing System ◽  
Language And Culture ◽  
Language Courses

Over the last few years, Italian sign language courses have attracted a widespread and growing interest from hearing learners who, while not familiar with deafness, are choosing, more and more, to embrace this language and culture, out of mere curiosity or for professional purposes. Three issues will be discussed in this paper, set out in three paragraphs, which in the author’s opinion are some of the most compelling in the teaching and learning of LIS as a second language. The issues under discussion are 1) the repercussions that the absence of a writing system has on the teaching and learning of a language; 2) the metalinguistic awareness and consciousness in a not yet standardized language; 3) the approaches, methods and materials that are best suited to the teaching of a sign language.

scholarly journals Figurative language and Symbolism Manifested in Bukusu Cultural Songs and Proverbs

2021 ◽  
Vol 1 (1) ◽  
pp. 26-34
Author(s):  
Aggrey Wafula Watulo
Keyword(s):  
Figurative Language ◽  
Cultural Practices ◽  
Participant Observation ◽  
Group Discussion ◽  
Sampling Technique ◽  
Language And Culture ◽  
Cultural Activities ◽  
Cultural Rights ◽  
Convenience Sampling ◽  
And Function

The paper investigates the place of song, dance and proverbs as manifested in selected cultural practices of Bukusu community. Song, dance and proverbs are notoriously utilized with each having roots and a focus to a specific event.  The objective of the study include the role, occasion and function of such markers of culture that have been utilized during crowded festivities despite the Covid 19 pandemic.  In light of this, the proposition made is that language and culture have a close interplay and promote social ties hence maintaining societal cultural festivities like marriage, burial, circumcision just to list a few.  The trajectory created in such rich cultural festivities has been thwarted by the pandemic. Amid the pandemic, such manifestation of cultural rights are promoted either publicly or in hideout in a number of homes to ensure that culture is passed from one generation to the other.  The argument raised in view of this, is one that ensures that culture is promoted through linguistic ability, oratory skills, song, music and dance with an aim of creating a cohesive society hence building a rich cultural society. Culture is communicated through literary and linguistic tools such as proverbs, song, symbolism and propaganda. Coupled with a myriad of cultural activities among the community the paper forms a base for an analysis of selected festivities that have gained prominence amid the ravages of the pandemic. The study adopts convenience sampling technique to identify subjects. Data was collected through participant observation and focus group discussion of the cultural activities within Bungoma County. The participants were drawn from notorious villages that have continuously promoted the cultural festivities through crowds despite the escalating numbers of Covid 19 victims. The data will be analyzed descriptively.

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