scholarly journals Plurilingual education and pedagogical plurilanguaging in an elementary school in Japan

2020 ◽  
Vol 1 (2) ◽  
pp. 243-265
Author(s):  
Danièle Moore ◽  
Mayo Oyama ◽  
Daniel Roy Pearce ◽  
Yuki Kitano
Keyword(s):  
Elementary School ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
World Language ◽  
Innovative Teaching ◽  
Content Learning ◽  
Video Recordings ◽  
Western Japan ◽  
Field Notes ◽  
Development Of Language

In this article, we examine a plurilingual practice in Japan – a country traditionally described as being extremely monolingual. The contribution explores innovative teaching that disrupts monolingual ideologies and how we view TESOL practice. The context of the study is a public elementary school situated in western Japan. We follow the classes of one teacher to discuss her use of pedagogical plurilanguaging as intentional instructional strategies that integrate several languages and cultural viewpoints to support the development of language and content learning, plurilingual awareness and multiperspectivity. We explain how we think it echoes with, and differs from, the concept of translanguaging. Data sources include audio and video recordings of classroom interactions, visual documentation, researchers’ field-notes, teachers’ and learners’ reflective journaling, as well as learners’ productions. The study has implications for teacher training and curriculum design and resituates the teaching of English as a world language in a more complex and multifaceted way.

Thinking Language Awareness at a Science Centre

2022 ◽  
pp. 905-929
Author(s):  
Danièle Moore ◽  
Maureen Hoskyn ◽  
Jacqueline K. Mayo
Keyword(s):  
Transformative Learning ◽  
Linguistic Diversity ◽  
Linguistic Landscape ◽  
Language Awareness ◽  
Video Recordings ◽  
Science Centre ◽  
Field Notes ◽  
Development Of Language ◽  
Vital Resource ◽  
Interactive Activity

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.

Thinking Language Awareness at a Science Centre

2018 ◽  
Vol 3 (1) ◽  
pp. 40-63 ◽  
Author(s):  
Danièle Moore ◽  
Maureen Hoskyn ◽  
Jacqueline K. Mayo
Keyword(s):  
Transformative Learning ◽  
Linguistic Diversity ◽  
Linguistic Landscape ◽  
Language Awareness ◽  
Multimodal Data ◽  
Video Recordings ◽  
Science Centre ◽  
Field Notes ◽  
Development Of Language ◽  
Selection Of

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

Successful AP Music Theory Instruction: A Case Study

2017 ◽  
Vol 36 (2) ◽  
pp. 53-61
Author(s):  
Nathan O. Buonviri
Keyword(s):  
Instructional Strategies ◽  
Advanced Placement ◽  
Music Theory ◽  
Qualitative Data ◽  
Music Educators ◽  
Asking Questions ◽  
Field Notes ◽  
Attention To Students ◽  
Placement Exam

The purpose of this case study was to examine the instructional approach of a highly successful Advanced Placement Music Theory teacher. I visited the participant’s class twice a week for 14 weeks, taking field notes, conducting interviews, and collecting instructional artifacts. Analysis of qualitative data revealed three main themes: classroom atmosphere, instructional strategies, and the Advanced Placement exam. The participant’s classroom atmosphere was built on effective pacing, student rapport, and an active, open learning environment. His instructional strategies included offering individual attention to students, asking questions to model thinking, and connecting sight to sound. He used the Advanced Placement exam as both an instructional guidepost and motivational tool. Implications for music educators include the need to focus on specific approaches conducive to successful theory teaching, which may share both similarities and differences with approaches they use when directing ensembles.

scholarly journals Constructing Sociocultural Awareness from the EFL Classroom

2018 ◽  
pp. 149-172
Author(s):  
Nancy Yolanda Bautista Pérez
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Private University ◽  
Local Context ◽  
Action Research Project ◽  
Professional Programs ◽  
Video Recordings ◽  
Sociocultural Awareness ◽  
Field Notes ◽  
English Classroom

This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibagué, Colombia. The study aimed to characterize the development of university students’ sociocultural skills, to analyze their perceptions and to examine the teacher’s procedures and possible implications required to implement the Raising Cultural Consciousness Macrostrategy taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection methods were used: the students’ artifacts, teacher’s field notes, questionnaires, video recordings and a focus group. The findings revealed that these university students became gradually aware of the importance of having the opportunity to develop tasks that allowed them to connect the English classroom with the local and global context. Furthermore, students suggested that this type of pedagogy should be an explicit component of the curricula of their professional programs. A review of the literature also showed that in our local context this kind of sociocultural study with a postmethod orientation is scarce, thus this study intends to bridge this gap in the Colombian ELT field

scholarly journals Promoting Student Voice and Choice: Examples from a Secondary EL Classroom Project

2019 ◽  
Vol 16 (1) ◽  
pp. 1-33
Author(s):  
Emily Suh ◽  
Lisa Hoffman ◽  
Donna L. Albrecht ◽  
Scott Wade
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
English Learners ◽  
English Language ◽  
Gifted Students ◽  
High Ability ◽  
Secondary English ◽  
Multilingual Students ◽  
High School Class

A creative reflection project was designed and implemented for English learners in a newcomer high school class using instructional strategies which are often reserved for classes with gifted students. The researchers designed the project around two principles which are also hallmarks of high ability curriculum design: 1) an assumption that emerging multilingual students have high abilities and unrecognized talents, and 2) a commitment to students using their own agency to show their learning. We consider connections between instructional strategies used by English language learning specialists and high ability education specialists. The resulting asset-based project was aligned with the WIDA framework to support differentiation and assessment. This article discusses the successes and struggles that came from implementing this project with secondary English learners. We also share the materials created for this unit as well as considerations for other educators who might consider adapting or implementing a similar project.

scholarly journals Enhancing the Students’ Learning Motivation by Using Instructional Media for Thailand’s Municipal School

2021 ◽  
Vol 9 (1) ◽  
pp. 76
Author(s):  
Salma Al Mardhiyyah ◽  
Mohammad Adnan Latief ◽  
Harits Masduqi
Keyword(s):  
Language Barrier ◽  
Learning Motivation ◽  
Common Language ◽  
Instructional Media ◽  
Learning And Teaching ◽  
Video Recordings ◽  
Classroom Language ◽  
Teachers And Students ◽  
Field Notes ◽  
Student Exchanges

In today’s era, the idea of conducting student exchanges and teaching practices overseas continues to grow. In this way, the cooperating countries can share their recent innovations in the field of education. The existence of a language barrier, however, may hinder learning and teaching in the classroom. Language barrier refers to the lack of a common language that prevents people from speaking to or understanding each other. It should be overcome as the information shared between teachers and students might be misinterpreted. This research was carried out as the researcher believed that the existing language barrier could be helped by increasing students’ motivation in the classroom. The aim of this study was to integrate the use of instructional media to enhance the students’ learning motivation of primary school in Thailand’s municipal school. This research used Classroom Action Research (CAR) design. The data was collected through the use of worksheets, still pictures, video recordings, interview guides, and field notes. The research results fulfilled the three criteria of success, namely classroom atmosphere, students’ learning motivation, and the strategy’s practicality. The researchers found that the use of instructional media could enhance students’ learning motivation and overcome the language barriers in the classroom.

scholarly journals Learning Strategies at SD Muhammadiyah 2 Tulangan during the Covid 19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Lintang Nimas Primaningtyas ◽  
Muhlasin Amrullah
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
School Teacher ◽  
School Level ◽  
Teachers And Students ◽  
Field Notes

The study aims to analyze the learning process in the (online) network, supportive factors and teacher inhibitory factors in carrying out online learning during the covid-19 pandemic. The study was carried out at muhammadiyah elementary school 2 the estimated shidoarjo city of sidoarjo in April. The study USES descriptive qualitative methods. The subject used in this study was an elementary school teacher at 2 tulangan elementary elementary school. The data-collection techniques used in this study include interviews, documentation and field notes. The result of this study is that the covid-19 pandemic has hada profound impact on the learning process, learning that is normally executed directly is now being transferred to online learning. Learners are bored and bored during learning. Online education done for primary-age children is less effective. A number of teacher factors in the online learning process are the availability of cell phones, quotas and a steady Internet network. In addition to supporting factors in online learning, there are several teacher inhibitors in online learning. These inhibiting factors include the fact that they are still at the elementary school level, so only a few students have cellphones, therefore this can make learning ineffective. Through online there are also obstacles that occur for teachers, namely many students who deliberately do not participate in online learning because they do not have an internet quota to access learning so that students are left behind. And there is also a learning strategy carried out by SD Muhammadiyah 2 Tulangan. On the other hand, face-to-face online learning through applications is the most beneficial thing to break the spread of Covid-19 and maintain the mental health of teachers and students from exposure to the Covid-19 virus.

scholarly journals Analysis of Parenting Patterns on Student Motivatio

2020 ◽  
Vol 4 (3) ◽  
pp. 359
Author(s):  
Nur Alfiyatur Rohmaniyah ◽  
Khamdun Khamdun ◽  
Eko Widianto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Family Environment ◽  
Student Discipline ◽  
School Students ◽  
Learning Assistance ◽  
Strategic Role ◽  
Field Notes ◽  
Good Learning ◽  
High Level

The low level of discipline among elementary school students has resulted in a sustainable impact on students. The problem in this study is the level of student discipline which is less influenced by the lack of attention to the position of parents towards children. This study aimed to find out more about the position of democratic parents in the formation of discipline in learning for grade III SD students. This study used a qualitative approach and descriptive type in presenting the research data. The method used in data collection was using the method of observation, interviews, and field notes. The results showed that the position of democratic parents has a very strategic role in the formation of learning discipline for third grade elementary school students. Through the democratic parenting style, parents are able to provide learning assistance and the formation of student character. Not only have that students also been accustomed by parents to have regular activities in the family environment, especially in the discipline of learning. Therefore, the position of democratic parents plays a very important role in the formation of student learning discipline. The suggestions that can be taken from this study for parents are expected to be able to provide good learning assistance to children so that children have a high level of discipline and interest in learning.

Plurilingual STEAM and School Lunches for Learning?

2021 ◽  
Vol 6 (2) ◽  
pp. 33-57
Author(s):  
Daniel Roy Pearce ◽  
Mayo Oyama ◽  
Danièle Moore ◽  
Yuki Kitano ◽  
Emiko Fujita
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Cultural Artifacts ◽  
School Lunches ◽  
English Only ◽  
Hands On ◽  
Western Japan

In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various international cuisine, leading up to which they would engage with related languages and cultures through collaboratively produced plurilingual videos and museum-like exhibits of cultural artifacts. The interdisciplinary, hands-on, experiential learning within this project helped the children to develop an investigative stance toward linguistic and cultural artifacts, nurture a deeper awareness of languages and openness to diversity, foster reflexivity, and encourage interdisciplinary engagement.

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