scholarly journals Contando estórias para pesquisar: autoetnografia e implicações para o estudo de ensino-aprendizagem de línguas

2019 ◽  
Vol 7 (15) ◽  
pp. 326
Author(s):  
Rodrigo Calatrone Paiva
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Research Area ◽  
Research Approach ◽  
Learning And Teaching ◽  
The Social ◽  
Crisis Of Representation ◽  
Qualitative Nature

Resumo: O presente artigo apresenta uma reflexão a respeito da abordagem metodológica de pesquisa denominada autoetnografia, descrevendo o local em que se insere no que diz respeito à sua natureza qualitativa e paradigma interpretativista, sua origem na crise de representação nas ciências sociais, suas denominações e definições, sua aplicabilidade para a investigação na área de ensino-aprendizagem de línguas, além de suas críticas e divergências. Além de expor tal trajetória e particularidades, o artigo apresenta em certos pontos de sua construção, a fim de familiarizar os leitores, características da abordagem em questão, como aspectos de escrita literária, redação em primeira pessoa e divisão de seções distintas daquelas esperadas em trabalhos acadêmicos tradicionais.Palavras-chave: Autoetnografia; Crise de Representação; Pós-Estruturalismo; Ensino-Aprendizagem de Línguas. Telling stories in order to research: autoethnography and its implications to the study of language learning and teachingAbstract: A reflection about the methodological research approach named autoethnography is presented in this paper, which describes its place in what refers to its qualitative nature and interpretivist paradigm, its origin in the crisis of representation in the social sciences, its different names and definitions, its applicability in the research area of language teaching and learning, and its criticisms and disagreements. Besides dealing with such trajectory and particularities, the paper features in its own construction some characteristics of the research approach such as literary writing aspects, first person writing, and sections separation uncommon to traditional academic writing aiming at familiarizing the reader with the approach.Keywords: Autoethnography; Crisis of Representation; Post-Structuralism; Language Learning and Teaching. 

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

scholarly journals Idiomaticity as a Language Learning Barrier: The EFL Context of Saudi Arabia

2020 ◽  
Vol 10 (3) ◽  
pp. 59
Author(s):  
Abdalla Elkheir Elgobshawi
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
The Social ◽  
Idiomatic Expressions ◽  
Efl College Students ◽  
The Impact

The aim of this paper is to investigate the impact of Idiomaticity on language learning and the extent to which it can be a language learning barrier. It contrasts the perspective of language teachers and the attitude of language learners regarding how idioms can influence language learning. The theoretical framework provides a description of the general properties of English idiomatic expressions and shows the relevance of idiomaticity to linguistic theory. The paper is based on an analytical analysis and follows a quantitative approach in which two questionnaires are used to collect the data. The two questionnaires are administered to two independent samples: 20 participants representing ELT teachers at the tertiary level and 80 subjects representing Saudi EFL college students. The data are then analyzed using SPSS (Statistical Package for the Social Sciences). The study reveals learners’ reasonable consensus on the issues assessed. They generally acknowledge the significance of idioms for language learning but with a general dissatisfaction with their status in learning and teaching contexts. Both teachers and learners view idioms as odd pieces of language that lack a uniform character and do not receive due attention in language syllabi and curricula. Teachers give different ratings on the pedagogical value of idioms, but they generally show low interest in teaching them.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

scholarly journals Dual Reflections on Teaching and Learning of Autoethnography: Preparing Doctoral Students Authentically for a Career in the Academy

2015 ◽  
Vol 4 (3) ◽  
pp. 243 ◽  
Author(s):  
Eliane Rubinstein-Avila ◽  
Stefano Maranzana
Keyword(s):  
Social Sciences ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
The United States ◽  
Research Literature ◽  
Research Approach ◽  
Graduate Course ◽  
Peer Reviews ◽  
Research Institution ◽  
The Social

This paper conveys the reflections of an instructor and a graduate student after participating in a graduate course on autoethnography, offered in a college of education at a large public research institution in the United States. In addition to the course focus on autoethnography as a qualitative research approach, the course used authentic practices, which are commonly used by academics, to socialize doctoral students from the social sciences to the demands of their future careers in the academy. Although the number of published autoethnography articles in academic journals has increased, few autoethnography courses are being offered, and even fewer are described in the research literature. The authors share their experiences and address their own assumptions, challenges and breakthroughs across practices, including: informal peer-reviews, drafts revisions, and the ongoing composition of a full-length autoethnographic manuscript to be (potentially) submitted for publication, and, thus, shared with a larger audience of readers. The authors call for more explicit and authentic preparation and socialization of social science doctoral students throughout graduate coursework—especially in light of the growing competition for tenure-stream faculty positions across the social sciences and the humanities.

scholarly journals The e-lang Project: Towards a Socio-Interactional Approach for Language Teaching and Learning

2018 ◽  
Vol 25 ◽  
pp. 154-169
Author(s):  
Catherine Jeanneau ◽  
Christian Ollivier
Keyword(s):  
Language Learning ◽  
Social Interactions ◽  
Real World ◽  
Teaching And Learning ◽  
Human Action ◽  
Pedagogical Approach ◽  
Learning And Teaching ◽  
The Social ◽  
New Type ◽  
Theoretical Paper

In this theoretical paper, we present an innovative pedagogical approach to language learning and teaching. This approach is based on a dialogical conception of communication and the principle that any human action and communication is determined by the social interactions within which it takes place. On the strength of this approach, we propose an extension of the usual typology of tasks in order to include what we call real-world tasks. The characteristics of this new type of tasks are then specified. Finally, we give a concrete example of a real-world task.

scholarly journals New literacies in language learning and teaching: Selected papers from EUROCALL 2003

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 1-3
Author(s):  
LIAM MURRAY
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
New Literacies ◽  
Research Area ◽  
Learning And Teaching ◽  
Traditional Language ◽  
Technological Developments ◽  
Important Research Area ◽  
The Relationship ◽  
Selection Of

Contained within this issue is a selection of papers presented at the 2003 annual EUROCALL Conference, hosted during September in Limerick, Ireland. This was the second time that Ireland had the privilege of welcoming EUROCALLers, the first being the conference at Dublin City University in 1997 organised by Françoise Blin. The theme of EUROCALL 2003, “New literacies in language learning and teaching”, aimed to focus attention on the changing concepts and practices concerning literacy brought about by technological developments, particularly in relation to language learning and teaching. Sub-themes focused on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more “traditional” language skills and the “new literacies”; interactivity, learner interaction, and feedback; and spoken and written corpora in language teaching and learning. This last theme re-introduced to EUROCALL an important research area which had been well represented in the early days of the association, and has led directly to the creation of a new SIG within the association in March 2004.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

Practicing Narrative Inquiry II

2020 ◽  
pp. 283-328
Author(s):  
Arthur P. Bochner ◽  
Andrew F. Herrmann
Keyword(s):  
Social Sciences ◽  
Narrative Inquiry ◽  
Narrative Analysis ◽  
Moral Agency ◽  
Human Sciences ◽  
Pragmatic Development ◽  
The Social ◽  
Crisis Of Representation ◽  
Small Story ◽  
The Life Course

Narrative inquiry provides an opportunity to humanize the human sciences, placing people, meaning, and personal identity at the center of research, inviting the development of reflexive, relational, dialogic, and interpretive methodologies, and drawing attention to the need to focus not only on the actual but also on the possible and the good. In this chapter, we focus on the intellectual, existential, empirical, and pragmatic development of the turn toward narrative. We trace the rise of narrative inquiry as it evolved in the aftermath of the crisis of representation in the social sciences. The chapter synthesizes the changing methodological orientations of qualitative researchers associated with narrative inquiry as well as their ethical commitments. In the second half of the chapter, our focus shifts to the divergent standpoints of small-story and big-story researchers; the differences between narrative analysis and narratives under analysis; and narrative practices that seek to help people form better relationships, overcome oppressive canonical identities, amplify or reclaim moral agency, and cope better with contingencies and difficulties experienced over the life course. We anticipate that narrative inquiry will continue to situate itself within an intermediate zone between art and science, healing and research, self and others, subjectivity and objectivity, and theories and stories.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

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