scholarly journals Creative English: balancing creative and functional language needs for adult refugees, asylum seekers and migrants

2016 ◽  
Vol X (1) ◽  
pp. 1-17
Author(s):  
Anne Smith
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Asylum Seekers ◽  
English Language ◽  
Language Education ◽  
Emotional Engagement ◽  
Second Language Education ◽  
Language Communication ◽  
Practice Based Research ◽  
The Uk

This article argues that play and creativity are cornerstones of a person-centred approach to adult second language education. However, when learners are refugees, asylum seekers or migrants already living in the country where the language is spoken, it is important that language learning also addresses their functional needs. Creative English is an applied theatre programme for adults in the UK that balances these functional and creative needs while developing confidence in English language communication skills. Drawing on participant-led, practice-based research which resulted in the development of Creative English, this article purports the benefits of an approach that combines playful emotional engagement with pragmatic subject matter. Creative English is based on improvisation. It reduces inhibitions and creates a state highly conducive to learning and taking the risk to communicate in a second language. It also offers the opportunity to rehearse language in everyday life situations. When learners’ perceived needs are met, Maslow’s hierarchy of needs can then be inverted, as creativity allows opportunity to address needs in terms of self-esteem and belonging.

scholarly journals The meaning(s) of practice: Puzzling through performative language practice with refugee learners

2020 ◽  
Vol 8 (2) ◽  
pp. 227-244 ◽  
Author(s):  
Erika Piazzoli ◽  
Elif Kir Cullen
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Asylum Seekers ◽  
Second Language Learning ◽  
Qualitative Interviews ◽  
Language Education ◽  
Language Pedagogy ◽  
Second Language Education ◽  
Performative Language ◽  
Refugees And Asylum Seekers

This article features an investigation into the semantics of the term ‘practice’ coexisting in a multidisciplinary research context. The background of the discussion is a government-funded study with refugees and asylum seekers in Ireland, where process drama, music and dance were used to facilitate second language learning – an approach known as performative language pedagogy. The research is framed by exploratory practice, a methodology that considers ‘practice-as-research’ and ‘understanding-for-practice’ in second language education. An investigation of the meaning(s) of the term ‘practice’ was imperative as a semantic gap existed between the use of the term ‘practice’ in exploratory practice (the research methodology underpinning the study) and the concept of ‘practice’ in performative language pedagogy (the teaching approach used in the study). This article presents findings from twelve qualitative interviews with teacher/artists and practitioners that point towards a shared understanding of practice when working with refugees in language education settings.

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.

French Immersion “So Why Would You do Something Like That to a Child?”

2016 ◽  
Vol 1 (1) ◽  
pp. 42-58 ◽  
Author(s):  
Renée Christine Bourgoin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
English Teachers ◽  
French Immersion ◽  
Students At Risk ◽  
Academic Difficulties ◽  
Beliefs And Practices ◽  
Second Language Education

French Immersion (FI) continues to grow in popularity and diversity across Canada. However, the suitability of immersion for academically challenged students has often been questioned. This study explored English teachers' beliefs and practices, particularly as they relate to the suitability of French immersion for various learners. It also explored ways by which English teachers frame issues of accessibility to FI for students at risk for academic difficulties. Data revealed that myths about second language education still permeate the system in ways that potentially impact who as access to the FI program. Findings also highlight that the sociocultural and sociopolitical context of this study influences and is being influenced by beliefs about and attitudes toward second language learning. The widespread existence of beliefs and practices grounded in myths or traditional views about second language acquisition points to a need for greater education about issues that potentially limit access to FI.

scholarly journals Exploring Prompted Self-Explanation for Second Language Learning in Vocational Education Settings

2020 ◽  
Author(s):  
Sai Raj Reddy ◽  
Vivek Seshadri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Low Income ◽  
Urban Areas ◽  
English Language ◽  
Language Education ◽  
Student Efficacy ◽  
Assessment Scores ◽  
English Grammar ◽  
Depth Analysis

In the Global South, English-language fluency is strongly associated with earnings. This in particular impacts young adults in low-income settings looking to start work in urban areas without past access to high-quality English language education. In this work, we explore prompted self-explanation as a potential tool for assessing student efficacy in English grammar concepts with students undergoing a vocational training program. Using in-depth analysis of video recordings of students explaining concepts in English as a Second Language (ESL), we find that self-explanation (1) correlates with overall ESL assessment scores, and (2) assists learners identify and correct errors.

Multi-User Virtual Environments

2010 ◽  
pp. 283-305 ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Virtual Environments ◽  
Small Body ◽  
Language Education ◽  
Lessons Learned ◽  
Classroom Implementation ◽  
Second Language Education ◽  
Design Considerations ◽  
Language Classroom

Various features of multiuser virtual environments (MUVEs) make them promising and, potentially transformational, contexts for the development of second language (L2) skills. While there has been a surge of interest in the use of MUVEs for language learning, there is still a relatively small body of empirical evidence that supports our understanding of how these immersive spaces can best be utilized for second language education. After a brief introduction to relevant research on MUVEs and language learning, this chapter is divided into two primary sections. The first section describes one component of a larger empirical study of the first MUVE built specifically for learning Spanish pragmatics. The following section utilizes the empirical findings, combined with lessons learned from classroom implementation, to suggest design considerations for those wishing to implement MUVEs in the language classroom. While the specific focus of the chapter is language learning, the findings are intended to be generally applicable in other disciplines as well.

Implementing a Flipped Classroom in Teaching Second Language Pronunciation

2016 ◽  
pp. 1882-1897
Author(s):  
Kazuhiro Yonemoto ◽  
Asami Tsuda ◽  
Hisako Hayashi
Keyword(s):  
Information Technology ◽  
Second Language ◽  
Technology Integration ◽  
Language Learning ◽  
Flipped Classroom ◽  
Language Education ◽  
Language Teachers ◽  
Second Language Education ◽  
Second Language Teachers ◽  
Self Learning

While the philosophy of flipped classroom has recently been drawing much attention of second language teachers, integrating technology into pedagogy is often an issue. This is also the case in pronunciation teaching. Second language pronunciation teaching has been largely dependent on teachers' intuition and beliefs, realized by repetition. Although recent technology developments in the field of linguistics, namely ultrasound imaging, enable visualization of movement and motion inside the mouth, it has not yet been widely used in second language education. In this chapter, taking a self-learning website for Japanese language pronunciation, the authors explore what makes teachers stay away from technology integration into language learning and how this barrier can be overcome to implement a flipped classroom. Specifically, the authors address the importance of taking initiative in planning how technology can be integrated into pedagogy while closely collaborating with and involving other fields of study, like linguistics, as well as information technology.

scholarly journals Social Robots for Language Learning: A Review

2018 ◽  
Vol 89 (2) ◽  
pp. 259-295 ◽  
Author(s):  
Rianne van den Berghe ◽  
Josje Verhagen ◽  
Ora Oudgenoeg-Paz ◽  
Sanne van der Ven ◽  
Paul Leseman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Age Groups ◽  
Language Education ◽  
Social Robots ◽  
Future Research ◽  
Robot Assisted ◽  
Second Language Education

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.

scholarly journals 7. Getting Creative in the Languages Classroom

2020 ◽  
pp. 151-176
Author(s):  
Suzanne Graham ◽  
Linda Fisher ◽  
Julia Hofweber ◽  
Heike Krüsemann
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Education ◽  
Second Language Education ◽  
Foreign Language Acquisition

Chapter 7 draws on empirically based methodologies in the field of Second Language Education to consider creative alternatives to the prevalent emphasis on language learning for functional purposes, investigating the extent to which they may enhance foreign-language acquisition in schools and beyond.

scholarly journals The Role of Teachers in Task-Based Language Education

2016 ◽  
Vol 36 ◽  
pp. 164-181 ◽  
Author(s):  
Kris Van den Branden
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Education ◽  
Research Literature ◽  
Second Language Education ◽  
Teacher As Researcher ◽  
Scant Attention ◽  
Pedagogical Literature

ABSTRACTBoth in the research literature on tasks and second language learning and in the pedagogical literature on task-based language teaching (TBLT), the role of the teacher has received scant attention. In this article, the role of the teacher in TBLT is approached from three perspectives: (a) the teacher as mediator of the students’ language development, contributing to the effectiveness of TBLT as a pedagogical approach to second language education; (b) the teacher as a key figure in the implementation of TBLT, and thus as a change agent in the innovation of second language education; and (c) the teacher as researcher, and thus as an active contributor to the development and further refinement of TBLT as a researched pedagogy.

The Use of Network-Based Virtual Worlds in Second Language Education

2019 ◽  
pp. 1-25 ◽  
Author(s):  
Mark Peterson ◽  
Qiao Wang ◽  
Maryam Sadat Mirzaei
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Language Production ◽  
Language Education ◽  
Future Research ◽  
Second Language Education ◽  
Research Areas ◽  
Primary Focus ◽  
Target Languages

This chapter reviews 28 learner-based studies on the use of network-based social virtual worlds in second language learning published during the period 2007-2017. The purpose of this review is to establish how these environments have been implemented and to identify the target languages, methods used, research areas, and important findings. Analysis demonstrates that research is characterized by a preponderance of small-scale studies conducted in higher education settings. The target languages most frequently investigated were English, Spanish, and Chinese. In terms of the methodologies adopted, analysis reveals the majority of studies were qualitative in nature. It was found that the investigation of learner target language production, interaction, and affective factors represent the primary focus of research. Although positive findings relating to the above areas have been reported, the analysis draws attention to gaps in the current research base. The researchers provide suggestions for future research.

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