scholarly journals S2-lukija tulkitsijana selkomukautetun kaunokirjallisuuden lukupiirissä

2020 ◽  
pp. 84-107
Author(s):  
Mervi Kastari
Keyword(s):  
Second Language ◽  
Learning Theory ◽  
Language Education ◽  
Cultural Learning ◽  
Reading Circle

This article discusses reading circles of adult Finnish as a second language (L2) readers. The books that were read and discussed in the circles were easy-to-read fiction. The study focuses on how the readers interpret what they read and what kind of support they need for their interpretations. The analysis utilizes the concept of scaffolding, used in socio-cultural learning theory. The readers’ reading stances vary from what is literally said in the text to creating their own interpretations of the hidden meanings of the text. The latter are not very common in the reading circles, although many participants express a wish to create and discuss interpretations too. The analysis shows that interpretations can emerge if the participants are scaffolded in the reading circle by the teacher and other readers. The study thus provides useful information for designing reading circles in adult language education.

scholarly journals Cultural awareness in an Iranian English language classroom: A teaching intervention in an interculturally “conservative” setting

2020 ◽  
Vol 9 (1) ◽  
pp. 57-80
Author(s):  
Yasmina Abdzadeh ◽  
Will Baker
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
English Education ◽  
National Curriculum ◽  
Language Education ◽  
Cultural Learning ◽  
Systematic Instruction ◽  
Policy Makers ◽  
Language Classroom ◽  
Open Country

AbstractDespite Iran’s increasing use of English as a lingua franca (ELF) and its growing position as a more open country to international relationships, Iran’s education policy is still culturally conservative and intercultural language education is absent from the national curriculum and hence classrooms. In response, this article presents the results of a ten-session course focused on implementing and developing cultural awareness (CA) in an Iranian English language classroom. The data revealed that this course had a positive effect in developing students’ levels of CA, moving from basic in the first half of the course towards advanced in the second half. This provides important empirical evidence illustrating the value of systematic instruction of CA in students’ cultural learning. Furthermore, this course was the first of its kind in the predominantly monolingual, culturally restricted context of this study, where intercultural education is missing from the curriculum, yet where students are likely to use ELF for intercultural communication while travelling abroad or inside the country for communication purposes with non-Iranians. This study, thus, demonstrates the feasibility and documents the processes of integrating intercultural teaching into English education, specifically in contexts where educators might be limited by language policy makers.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

Verstaanbaarheid als interactioneel en contextgebonden fenomeen

2021 ◽  
Vol 26 (2) ◽  
pp. 147-170
Author(s):  
Ellen Simon ◽  
Chloé Lybaert
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Language Education ◽  
Future Research ◽  
Content Type ◽  
Context Sensitive ◽  
Second Language Education ◽  
Communicative Success ◽  
And Migration

Abstract As a result of growing mobility and migration flows, the number of non-native speakers of Dutch in Belgium and the Netherlands have gradually increased over the past decades and so have the number of people enrolled in Dutch as a Second Language education. While there is huge variation in the profiles of these non-native speakers, they almost exclusively have in common that their Dutch sounds, in some way and at some stage, accented. In line with worldwide trends in foreign language teaching, the pronunciation goal in Dutch as a Second Language education has shifted from native-like to intelligible. Indeed, the notion of intelligibility has become prominent in language teaching and assessment. In this paper, we discuss the complexity of this notion and set it off against related terms like ‘comprehensibility’ and ‘foreign accent’. Through a literature review, we argue that intelligibility is an interactional and context-sensitive phenomenon: it is as much a responsibility of the speaker as it is of the listener or conversational partner(s) in general, whose attitudes will have an impact on the intelligibility and thus on the conversational flow and communicative success. After reviewing literature on the intelligibility of Dutch as a Second Language, we end by formulating some promising lines for future research.

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