scholarly journals “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

2021 ◽  
Vol 11 (4) ◽  
pp. 579-606
Author(s):  
Raees Calafato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Development Programs ◽  
Factors Affecting

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Motivation in a Foreign Language Teaching and Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 20 ◽  
Author(s):  
Lalu Thohir
Keyword(s):  
Foreign Language ◽  
Intrinsic Motivation ◽  
Language Learning ◽  
Language Learners ◽  
Achievement Motivation ◽  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Critical Role ◽  
Foreign Language Learning ◽  
Language Teachers

<p>In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners.  </p>

scholarly journals Learning Foreign Language: Between Globalization and Hegemony in Indonesia

2020 ◽  
Vol 1 (1) ◽  
pp. 81-90
Author(s):  
E. Sulyati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
The People ◽  
Western Values ◽  
Western Hegemony

Implementation of foreign language learning in Indonesia is an effort for the Indonesian people to be able to absorb and follow the development of science and technology in the world, as well as a way to get into the global society. Behind this goal, there is a concern about the infiltration of (Western) values that can erode the identity of foreign language learners as Indonesian. This concern arises because in learning foreign languages contained information about foreign culture (Western) and its cultural values. Western cultural values, if not critically viewed by foreign language teachers and learners, are very likely to change the cultural outlook of learners in Indonesia. Foreign language learning is even suspected of being a Western means of doing hegemony towards the people of Indonesia (East). In this article explained about the situation of foreign language learning in Indonesia, forms of "Western" hegemony against "East" through foreign language learning, Alternative forms of ethnopedagogic and intercultural-based foreign language learning.

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy

2016 ◽  
Vol 6 (3) ◽  
pp. 333-346 ◽  
Author(s):  
Kağan Büyükkarcı
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Foreign Language Learning ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Foreign Language Teachers ◽  
Graduate Studies ◽  
Post Graduate

Assessing foreign language learning has been considered an indispensable part of language learning process for a long time, especially for the last two decades. Therefore, there is a growing need for language teachers to be more competent in the area of language testing. Keeping in mind that teacher assessment literacy is a key factor in the success of teaching, this study investigates assessment literacy levels of foreign language teachers, and also it seeks to find out whether year of experience and post-graduate education make any difference in language teachers' assessment literacy. Data were collected from in-service teachers, both working for ministry of education and universities by using "assessment literacy inventory". The results indicate that these foreign language teachers have a very low level of assessment literacy. Besides, contrary to other studies, year of experience and post-graduate studies do not really add on teachers' assessment literacies.

Falling on deaf ears

2016 ◽  
Vol 3 (2) ◽  
pp. 196-212 ◽  
Author(s):  
Brian Rubrecht
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Pronunciation Instruction ◽  
Language Teaching And Learning

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

scholarly journals Rapid Changes in Foreign Language Learning Anxiety Caused by a Multiplicity of Topics: An Idiodynamic Approach

2020 ◽  
Vol 6 (1) ◽  
pp. 83-102
Author(s):  
Khatereh Saghafi ◽  
Majid Elahi Shirvan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Foreign Language Anxiety ◽  
Topic Familiarity ◽  
Factors Affecting ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Major Factors

Considering the dynamicnature of foreign language anxiety (FLA), we applied an idiodynamic method to explore topic-based variations of FLA. Before the study was conducted, a class of 20 female intermediate English as foreign language learners were assessed using the foreign language classroom anxiety scale (FLCAS). Two low-anxiety learners and two high-anxiety learners were selected to participate in this study. The idiodynamic method involved videotaping the participants’ responses to four topic-based questions, their self-ratings of fluctuations in FLA while answering the questions, and drawing attributions for topic-based changes in FLA. The results demonstrated both within-individual and between-individual stability and variation in FLA. Linguistic block, topic familiarity, topic interest, and topic-related emotional loading were revealed as the major factors affecting the dynamics of FLA. The pedagogical implications of the findings are discussed.

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

scholarly journals UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST: A CRITICAL EVALUATION

2019 ◽  
pp. 138-151
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Critical Evaluation ◽  
Foreign Language Learning ◽  
Daily Basis ◽  
Language Programs ◽  
Foreign Language Aptitude ◽  
Foreign Language Programs

Globalization has entailed a growth in importance of the second/foreign language teaching and learning all over the world with the number of both voluntary and involuntary language learners increasing on daily basis. There is, however,a widely attested discrepancy in actual results achieved by those engaged in second/foreign language learning usually explained by means of invocation of a specialized talent that certain individuals have, whilst others lack. Such a talent is thought to be measurable and the results obtained are regarded as valid predictors of success for intensive foreign language programs. The present article deals with critical appraisal of one of such instruments in terms of both its theoretical and practical validity. A number of points to be addressed for the purpose of the instrument improvement are demonstrated via referral to both basic statistic techniques and scientific consensus in the field of language learning aptitude research.

scholarly journals Interconnection of perfection and success in learning foreign languages

2020 ◽  
Vol 6 (4) ◽  
pp. 112-124
Author(s):  
O. Yu. Savina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Question ◽  
Three Dimensional ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Three Dimensional Model ◽  
Foreign Language Teachers ◽  
Factors Affecting ◽  
Common Reference

The article deals with the relationship between perfectionism in the academic environment and foreign language learning. After defining the basic concepts (the three-dimensional model of perfectionism, its components, the multidimensional perfectionism scale by P. Hewitt and G. Flett), the results of the current related research conducted abroad and in Russia are briefly presented. The literature review allowed us to formulate a research question: Are the foreign language and its level of proficiency (on the Common reference levels) related to the degree of perfectionism and its components?In search of an answer to this question, an empirical study was conducted (sample size 213 participants). Using objective statistical methods, it was found that, in general, there are no statistically significant differences between students studying different languages and students at different levels. However, differences in the degree of perfectionism between A2 level and neighboring levels attract attention in terms of the effect sizes. For individual components of perfectionism, the levels of Basic user (A1 and A2) differ most from other levels.The presented results can be useful both for foreign language teachers and for scientists dealing with the success of language learning and the factors affecting this process.

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