scholarly journals ESL Classroom Dynamics: Towards a Discourse Processing Interpretation

1984 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
David Piper
Keyword(s):  
Language Learning ◽  
Classroom Discourse ◽  
Second Language Learning ◽  
General Trend ◽  
Discourse Processing ◽  
Theory And Practice ◽  
Esl Teachers ◽  
Classroom Dynamics ◽  
Classroom Discourse Analysis ◽  
Esl Classroom

A consistent trend in theory and research on second language learning has been toward greater emphasis on the analysis of elements of background knowledge and discourse rather than on sentences. Two major kinds of approach, textual and ethnomethodological, can be identified within the context of this general trend. An outline of these approaches is presented, together with discussion of their major strengths and weaknesses. Some implications for ESL research, theory, and practice are reviewed. It is proposed that ESL classroom dynamics may be understood in terms of representative discourse-worlds and that responsibility for classroom discourse analysis should be encouraged in both ESL teachers and their students.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

Corpora for Theory and Practice

1996 ◽  
Vol 1 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Michael Barlow
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Text Analysis ◽  
Second Language Learning ◽  
Theory And Practice ◽  
Corpus Analysis ◽  
Data Driven ◽  
Actual Usage ◽  
Grammatical Analysis ◽  
Patterns Of Use

In this paper intuition-based studies of reflexive forms such as myself are contrasted with a corpus-based investigation of actual usage of reflexives. The examination of reflexives in English in several corpora reveals a variety of patterns, which are analysed within a schema-based approach to grammar (Barlow and Kemmer 1994). This approach follows the cognitive/functional tradition of grammatical analysis in viewing all grammatical units as composed of form-meaning pairings. The paper demonstrates that a schema-based approach is well-suited to the task of describing the major and minor patterns of use revealed by corpus analysis. The importance of text analysis in language teaching is highlighted and connections between the schema-based grammatical formalism and data-driven approaches to second language learning (Johns 1991b) are briefly explored.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

Teacher, Learner and Student-Teacher Identity in TESOL

RELC Journal ◽  
2021 ◽  
pp. 003368822199130
Author(s):  
Jack C Richards
Keyword(s):  
Language Learning ◽  
Teacher Identity ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Approaches To Learning ◽  
Language Teachers ◽  
Theory And Practice ◽  
Learner Identity ◽  
The Impact ◽  
Education Courses

In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources of teacher and learner identity and the multifaceted ways in which aspects of identity shape their approaches to learning and the impact identity can have on beliefs, attitudes, motivation and classroom practices as well as their use of English. Suggestions are given as to how a focus on identity can be included in teacher education courses for language teachers.

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