Integrating informal learning into formal language education: an introduction

2018 ◽  
pp. 1-6
Author(s):  
Fernando Rosell-Aguilar ◽  
Tita Beaven ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Informal Learning ◽  
Formal Language ◽  
Language Education

scholarly journals Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education

2020 ◽  
Vol 29 (1) ◽  
pp. 71
Author(s):  
Min Huang
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Formal Language ◽  
Online Courses ◽  
Language Teaching ◽  
Language Education ◽  
The Third ◽  
Learning Platforms ◽  
Language Teaching And Learning

The edited book Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education, built on the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), collected chapters with the theme: “Integrating informal learning into formal language education” (p. 3). Focusing on the exploration of innovative technologies for the purpose of language learning, the editors present a variety of approaches, including online courses, Wikipedia, social networking apps, online learning platforms, game-based tasks, video-based support, and Twitter. Based on the aims of the articles, the editors organized the chapters into two sections, with the first section addressing users’ feelings about these technologies and the second section addressing users’ evaluations of the technologies. The third section is an interview between the editor Tita Beaven and Richard Simcott, a founder of the Polyglot Conference. The interview emphasizes the importance of learning languages in informal ways.

Making the NCTM Standards User Friendly for Child Care Teachers

2003 ◽  
Vol 9 (7) ◽  
pp. 421-427 ◽  
Author(s):  
Edith L. Skipper ◽  
Edna Neal Collins
Keyword(s):  
Early Childhood ◽  
Informal Learning ◽  
Formal Language ◽  
Learning Opportunities ◽  
Early Years ◽  
Early Childhood Curriculum ◽  
Nctm Standards ◽  
Mathematical Concepts ◽  
Everyday Activities ◽  
User Friendly

Principles and Standards for School Mathematics (NCTM 2000) asserts that mathematics is an essential part of the early childhood curriculum. The Standards encourage early childhood educators to nurture children's intuitive understandings of mathematical concepts by taking advantage of learning opportunities that naturally occur during everyday activities. In the context of these meaningful activities, learning can be increased by giving children the formal language with which to describe their informal learning (Clements and Sarama 2000), and young children's natural enthusiasm for mathematics can be nourished (Copley 2000). In particular, understanding of the concepts of number, geometry, and pattern is identified as essential in children's early years. Teachers also are encouraged to emphasize the processes involved in learning and doing mathematics, including problem solving, reasoning, communicating, connecting, and representing.

scholarly journals Becoming Polyglots through Formal and Non-Formal Language Education

2021 ◽  
Vol 3 (2) ◽  
pp. p1
Author(s):  
Abdul Muth’im ◽  
Cayandrawati Sutiono
Keyword(s):  
Ethnic Group ◽  
Formal Language ◽  
Formal Education ◽  
Group Living ◽  
Language Education ◽  
Remote Areas ◽  
Central Java ◽  
The People ◽  
Major Ethnic Group ◽  
L1 And L2

It is not surprising that there are Indonesian people who are able to communicate only in one language, i.e., their native Language (L1). Some Javanese people—the major ethnic group living in East and Central Java -are only able to communicate in Javanese; some Sundanese people—the second major ethnic group living in West Java -are able to communicate only in Sundanese; and some Banjarese—the people living in South Kalimantan province are only able to communicate in Banjarese. This is especially true for those who never experience formal education and live in villages and remote areas for almost of their lives. For those who have ever gone to and attended formal education, they are usually able to communicate at least in two different languages, i.e., their L1 and Indonesian language, their L2. Even, some Indonesian people are not only able to communicate in L1 and L2, but also are able to communicate in more languages. In relation to these phenomena, the following question is raised: “Why do some people be able to communicate only in one language while some others are able to communicate in more, different languages?”

Increasing multilingualism in schoolscapes

2018 ◽  
Vol 4 (2) ◽  
pp. 101-127 ◽  
Author(s):  
Kate Menken ◽  
Vanessa Pérez Rosario ◽  
Luis Alejandro Guzmán Valerio
Keyword(s):  
New York ◽  
Language Learning ◽  
Formal Language ◽  
Language Education ◽  
Linguistic Landscape ◽  
Education Policies ◽  
Qualitative Research Study ◽  
The Impact ◽  
City Schools ◽  
Made In

Abstract In this qualitative research study, we examine changes made in 23 New York City schools that participated in a project for which participating schools were asked to regard bilingualism as a resource in instruction and develop a multilingual linguistic landscape. Findings document efforts made by schools to change their linguistic landscape in ways that recognize students’ many languages and cultures, significant corresponding ideological shifts by school leaders from monolingual to multilingual views of language and language learning, educators’ incorporation of students’ home languages in instruction, and new formal language education policies resulting from these efforts. We document the impact of all of these changes on students and their families and suggest that research on linguistic landscape conducted in schools should consider not only the physical landscape but also its connections to pedagogy, programming, and language policies.

Asymmetries and inequalities in the teaching of Arabic and Hebrew in the Israeli educational system

2016 ◽  
Vol 15 (1) ◽  
pp. 25-44 ◽  
Author(s):  
Iair G. Or ◽  
Elana Shohamy
Keyword(s):  
Education Policy ◽  
Comparative Study ◽  
Educational System ◽  
Formal Language ◽  
Upward Mobility ◽  
Language Education ◽  
Power Structures ◽  
Unique Case ◽  
Alternative Teaching ◽  
The Status

The aim of this comparative study is to detect symmetries and asymmetries in the status of two major languages taught in Israel: Hebrew in Arabic-medium schools and Arabic in Hebrew-medium schools. The teaching of these two languages offers a unique case of language education policy where categories of ideology, policy, curriculum, methods, and assessment intersect. For Arabs, Hebrew is perceived as a major tool for upward mobility, but findings show they are alienated by a curriculum embedded in the hegemonic culture and ideology, with which they can hardly identify. For Jews, Arabic is a language of low prestige, and their motivation is hindered by a curriculum which focuses mostly on formal language and security needs, and not on communicative, interactive skills. Concluding the paper, we propose an outline for the creation of alternative teaching environments that defy existing power structures and reinvent inclusive ecologies for the learning of both languages.

Informal language Practices via Digital Technology

2020 ◽  
pp. 1-23
Author(s):  
Abdu M.Talib Al-kadi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Informal Learning ◽  
Digital Technology ◽  
Formal Language ◽  
Formal Curriculum ◽  
Formal Instruction ◽  
Formal And Informal Learning ◽  
Ecology Of Learning ◽  
Formal Language Learning

The main contention of this chapter is to dig into ICT-based serendipitous activities that second language (L2) learners perform beyond formal curriculum. It is based on an idea that juxtaposition of formal and informal language learning, under the auspices of ICT, broadens the ecology of learning and thus contributes to learners' overall proficiency. Nevertheless, formal language learning continues to be disconnected from practices that take place outside the classroom in hyperspaces, and the language uptake obtained from informal electronic involvement generally goes unnoticed. The chapter undertakes this missing proficiency and suggests implications to bridge or at least narrow the gap between formal and informal learning. It familiarizes teachers, parents, and course designers with today's learners' experiences of learning that occur after structured lessons. It implies that informal ICT-enabled practices should be fostered as supplementary and complementary to the formal instruction.

Language competition modeling and language policy evaluation

2020 ◽  
Vol 44 (1) ◽  
pp. 45-65
Author(s):  
Torsten Templin
Keyword(s):  
Language Learning ◽  
Formal Language ◽  
Language Education ◽  
Model Parameters ◽  
Autonomous Community ◽  
Language Policies ◽  
The Core ◽  
Language Competition ◽  
And Migration ◽  
Language Policy Evaluation

Abstract In this paper, we present a framework for the analysis of effects of language policies on the competition between languages. At the core of this framework is a language competition model that takes into account four pivotal factors for the evolution of the linguistic composition of a society: intergenerational language transmission, formal language education, adult language learning and migration. In contrast to the majority of models available in the literature, our model operates with parameters that can be estimated from empirical socio-linguistic data. It allows the reconstruction of past and simulate future dynamics. Language policies can be modeled as changes in model parameters. Therefore, projections derived from the model can be utilized to compare the effects of different policy options. We use Basque and Spanish within the Basque Autonomous Community in Spain to illustrate the application of the model.

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