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.

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 Creative English: balancing creative and functional language needs for adult refugees, asylum seekers and migrants

2016 ◽  
Vol X (1) ◽  
pp. 1-17
Author(s):  
Anne Smith
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Asylum Seekers ◽  
English Language ◽  
Language Education ◽  
Emotional Engagement ◽  
Second Language Education ◽  
Language Communication ◽  
Practice Based Research ◽  
The Uk

This article argues that play and creativity are cornerstones of a person-centred approach to adult second language education. However, when learners are refugees, asylum seekers or migrants already living in the country where the language is spoken, it is important that language learning also addresses their functional needs. Creative English is an applied theatre programme for adults in the UK that balances these functional and creative needs while developing confidence in English language communication skills. Drawing on participant-led, practice-based research which resulted in the development of Creative English, this article purports the benefits of an approach that combines playful emotional engagement with pragmatic subject matter. Creative English is based on improvisation. It reduces inhibitions and creates a state highly conducive to learning and taking the risk to communicate in a second language. It also offers the opportunity to rehearse language in everyday life situations. When learners’ perceived needs are met, Maslow’s hierarchy of needs can then be inverted, as creativity allows opportunity to address needs in terms of self-esteem and belonging.

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.

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.

Multi-User Virtual Environments

2010 ◽  
pp. 283-305 ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Virtual Environments ◽  
Small Body ◽  
Language Education ◽  
Lessons Learned ◽  
Classroom Implementation ◽  
Second Language Education ◽  
Design Considerations ◽  
Language Classroom

Various features of multiuser virtual environments (MUVEs) make them promising and, potentially transformational, contexts for the development of second language (L2) skills. While there has been a surge of interest in the use of MUVEs for language learning, there is still a relatively small body of empirical evidence that supports our understanding of how these immersive spaces can best be utilized for second language education. After a brief introduction to relevant research on MUVEs and language learning, this chapter is divided into two primary sections. The first section describes one component of a larger empirical study of the first MUVE built specifically for learning Spanish pragmatics. The following section utilizes the empirical findings, combined with lessons learned from classroom implementation, to suggest design considerations for those wishing to implement MUVEs in the language classroom. While the specific focus of the chapter is language learning, the findings are intended to be generally applicable in other disciplines as well.

Internet-Based Technology Use in Second Language Learning

2015 ◽  
pp. 432-446
Author(s):  
Shuyi Guan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Education ◽  
Instructional Tools ◽  
Second Languages ◽  
Learning And Teaching ◽  
Online Technologies

Ever since computer technologies were accessible to second language learners and teachers, various types of computer-assisted language learning (CALL) have been harnessed in the service of teaching languages. Most recently, the advent of online technologies has sparked CALL practitioners to integrate this powerful form of teaching and learning into language education. This paper synthesizes the extant research on these online language education activities and the state of current understanding regarding the potential of Internet-based teaching and learning second languages. The results of analyzing extensive studies of Internet-based second language learning reveals that Internet-based technology has been widely used in second language learning. In addition, Internet-based technologies are effective instructional tools for second language learning and teaching.

Implementing a Flipped Classroom in Teaching Second Language Pronunciation

2016 ◽  
pp. 1882-1897
Author(s):  
Kazuhiro Yonemoto ◽  
Asami Tsuda ◽  
Hisako Hayashi
Keyword(s):  
Information Technology ◽  
Second Language ◽  
Technology Integration ◽  
Language Learning ◽  
Flipped Classroom ◽  
Language Education ◽  
Language Teachers ◽  
Second Language Education ◽  
Second Language Teachers ◽  
Self Learning

While the philosophy of flipped classroom has recently been drawing much attention of second language teachers, integrating technology into pedagogy is often an issue. This is also the case in pronunciation teaching. Second language pronunciation teaching has been largely dependent on teachers' intuition and beliefs, realized by repetition. Although recent technology developments in the field of linguistics, namely ultrasound imaging, enable visualization of movement and motion inside the mouth, it has not yet been widely used in second language education. In this chapter, taking a self-learning website for Japanese language pronunciation, the authors explore what makes teachers stay away from technology integration into language learning and how this barrier can be overcome to implement a flipped classroom. Specifically, the authors address the importance of taking initiative in planning how technology can be integrated into pedagogy while closely collaborating with and involving other fields of study, like linguistics, as well as information technology.

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