Critical autoethnographic narrative: Ideological contention, metacommentary and aesthetic labor in language education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Christian Fallas-Escobar
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Language Education ◽  
Theoretical Framework ◽  
Human Experience ◽  
Critical Examination ◽  
Linguistic Resources ◽  
Aesthetic Labor ◽  
Learning Language

AbstractBased on the premise that human experience is storied, the researcher engaged in the writing of critical autoethnographic narratives to examine ideological contention in language learning, language use, and language teaching. Using raciolinguistic ideologies as theoretical framework, he shows the ways ideological orientations embedded in circulating metacommentary push individuals to engage in aesthetic labor around the ways they employ their linguistic resources. Findings suggest that language educators and learners should engage in critical examination of seemingly innocent metalinguistic commentary, as these contain contradictory and multiple ideological orientations that largely shape the perception and employment of speakers’ linguistic repertoires.

scholarly journals Innowacyjność w edukacji językowej a profesjonalizm nauczyciela

Neofilolog ◽  
2019 ◽  
pp. 28-41
Author(s):  
Krystyna Droździał-Szelest
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Learning Language

Innovation in language education, just as in any other discipline, is connected with changes whose primary goal is to make the process of language learning/language teaching more efficient. Examples of such innovations include, for instance, task based instruction, computer assisted language learning or the use of portfolio as a means of assessment.Innovation implies a new, qualitatively different perception of the language learning/ language teaching process, roles of teachers and learners, use of materials etc., hence it is believed to constitute a challenge for language teachers and their professionalism. The present article is an attempt to answer the question whether and to what extent the language teaching profession is actually prepared to deal with innovation.

scholarly journals Meaningful Learning and Its Implications for Language Education in Vietnam

2019 ◽  
Vol 5 (1) ◽  
pp. 98-102
Author(s):  
Bui Phu Hung
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
Meaningful Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
English Language Teaching

This paper attempts to make an argument for meaningful learning as an essential factor in the teaching of English as a foreign language. Meaningful learning rests its theories against cognitive processing. While contemporary literature shows knowledge of language in general is essential for second language use, this research is mainly concerned with ways of improving students’ language use. It has proved that meaningful learning facilitates the retention of knowledge as it makes learners organize their knowledge logically. In the classroom, the teacher should offer activities that relate the new input to learners’ existing knowledge, for which cognitive engagement is required. In English language teaching, it is important for teachers to know that learner-centeredness should be applied because they are the ones who process knowledge. This paper begins with an overview of different approaches of foreign language teaching, then presents theories in which meaningful learning is grounded and rooted. The discussion of how one’s knowledge of a first language is essential for foreign language learning is given prior to giving implications of meaningful learning in the Vietnamese context.

Language learning through an intersectional lens: Gender, migrant status, and gain in symbolic capital for Syrian refugee women in Turkey

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Susan Beth Rottmann ◽  
Maissam Nimer
Keyword(s):  
Language Learning ◽  
Symbolic Capital ◽  
Social Contexts ◽  
Power Dynamics ◽  
Negotiation Strategies ◽  
Linguistic Resources ◽  
Syrian Refugee ◽  
Perspective Drawing ◽  
Language Classes ◽  
Learning Language

AbstractThis paper sheds light on Syrian refugee women’s negotiation strategies in language learning classrooms and in their broader social contexts from an intersectional perspective. Drawing on in-depth interviews and focus groups complemented by participatory observation in language classes, we use a post-structuralist approach to examine gendered language socialization. Our research combines an intersectional framework and a Bourdieusian perspective on symbolic capital to show how women perform gender and negotiate their roles in classrooms, within families and vis-à-vis the host society. The findings demonstrate that being a woman and a migrant presents particular challenges in learning language. At the same time, learning language allows for the re-negotiation of gender relations and power dynamics. We find that gender structures women’s access to linguistic resources and interactional opportunities as they perform language under social pressure to conform to prescribed roles as mothers, wives and virtuous, and shy women. Yet, these roles are not static: gender roles are also reconstituted in the process of language learning and gaining symbolic capital.

On the roles of repetition in language teaching and learning

2012 ◽  
Vol 3 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Diane Larsen-Freeman,
Keyword(s):  
Language Learning ◽  
Complexity Theory ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Teaching ◽  
The World ◽  
Mutable State ◽  
Exact Replication ◽  
Language Teaching And Learning

AbstractRepetition is common in language use. Similarly, having students repeat is a common practice in language teaching. After surveying some of the better known contributions of repetition to language learning, I propose an innovative role for repetition from the perspective of complexity theory. I argue that we should not think of repetition as exact replication, but rather we should think of it as iteration that generates variation. Thus, what results from iteration is a mutable state. Iteration is one way that we create options in how to make meaning, position ourselves in the world as we want, understand the differences which we encounter in others, and adapt to a changing context.

Didactics, methodology or post-method pedagogy. Terminological highlights in the conceptualisation of language leaning and teaching

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Siylvia Velikova ◽  
◽  
◽  
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Academic Discipline ◽  
Language Education ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Teaching Language ◽  
Key Terms

This article investigates the meanings of key terms used to describe the theory and practice of language learning and teaching as an academic discipline and as a field of enquiry. The study discusses various manifestations of terminological variability and analyses four of the most frequent terms (methodology of language teaching, language didactics, language pedagogy, language education) which reveal the nature of language learning and teaching and its conceptualisation in the current “post-method” era.

Positive Psychology in SLA

2017 ◽  
Vol 40 (2) ◽  
pp. 108-120 ◽  
Author(s):  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Language Education ◽  
Psychological Wellbeing ◽  
Potential Contribution ◽  
Positive Education ◽  
Specific Approach ◽  
The Ideal

Abstract This article begins with an outline of the developments in Positive Psychology (PP) generally and specifically within SLA focusing on theoretical, empirical and practical developments. It moves on to consider PP’s potential contribution to language teaching focusing on how it can help promote emotional, social and psychological wellbeing for language learners and teachers. It explores the concept of ‘Positive Education’ and reflects on possible lessons from these broader developments for a specific approach to ‘Positive Language Education’. It is argued that PP facilitates new ways of thinking about language learning and can provide the ideal vehicle from which to foreground wellbeing as a concept and dual aim in language education.

scholarly journals OER “produsage” as a model to support language teaching and learning

2016 ◽  
Vol 24 ◽  
pp. 40
Author(s):  
Teresa MacKinnon ◽  
Sarah Pasfield-Neofitou
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Open Educational Resources ◽  
High Quality ◽  
Digital Resources ◽  
Teaching Resources ◽  
Language Teaching And Learning

Language education faculty face myriad challenges in finding teaching resources that are suitable, of high quality, and allow for the modifications needed to meet the requirements of their course contexts and their learners. The article elaborates the grassroots model of “produsage” (a portmanteau of “production” and “usage”) as a way of imagining a movement toward the use and creation of open educational resources (OER) for language learning. Through a set of examples of video resources that fill a need for authentically compelling language learning materials, the authors demonstrate the potential of produsage to engage teachers and learners around digital resources, to the benefit of language teaching and learning. In support of this grassroots model, the authors propose practices and policies to address challenges involved in engaging teachers and learners around OER in higher education.  

scholarly journals The Use of the Educational Function of Media in Foreign Language Teaching

2018 ◽  
Vol 4 (1) ◽  
pp. 48-57
Author(s):  
Kinga Bajorek ◽  
Sławomir Gawroński
Keyword(s):  
Mass Media ◽  
New Media ◽  
Foreign Language ◽  
Language Learning ◽  
Mass Communication ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Mobile Technologies

Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.

Sign in / Sign up

Export Citation Format

Share Document