scholarly journals Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten

2021 ◽  
Vol 13 (7) ◽  
pp. 3613
Author(s):  
Carola Kleemann
Keyword(s):  
Language Learners ◽  
Kindergarten Teachers ◽  
Pedagogical Practices ◽  
Institution Building ◽  
Language Practices ◽  
Language And Culture ◽  
Raising Awareness ◽  
Core Areas ◽  
Assimilation Policy ◽  
Shed Light

The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas.

scholarly journals Resistance against being formulated as cultural other

Pragmatics ◽  
2006 ◽  
Vol 16 (4) ◽  
pp. 429-456 ◽  
Author(s):  
Chie Fukuda
Keyword(s):  
Learning Environment ◽  
Conversation Analysis ◽  
Identity Construction ◽  
Native Speaker ◽  
The Political ◽  
Language Practices ◽  
Shed Light

So-called traditional theories in second langauge acquisition (SLA) have been criticized for their neglect to examine interactional, social, and political aspects in language practices. The present study will illustrate exoticization, one of the political phenomena observed in interactions between native-speaker and non-native speaker (NS/NNS). Exoticization is known as a covert power exercise where ‘self’ creates inferior ‘other’ in order to establish and maintain its superiority (Said 1978), which involves identity construction and categorization. Adopting a conversation analysis (CA) approach and utilizing NS-NNS conversations in Japanese, this study will first demonstrate how exoticization is discursively constructed through the development of interactions. Then the study will explore how the NNS participant tries to resist such practices. By so doing, this study will shed light on interactional and ideological aspects of language practices and society as a learning environment. The study will also suggest the necessity for exploring what NNSs face in real L2 societies in order to develop emic perspectives in SLA studies.

Expanding Language and Cultural Competence in Advanced Heritage- and Foreign-Language Learners through Community Engagement and Work with the Arts

2013 ◽  
Vol 10 (2) ◽  
pp. 253-280
Author(s):  
Maria Luisa Parra
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Language Learners ◽  
Social Engagement ◽  
Heritage Language ◽  
The United States ◽  
Pedagogical Practices ◽  
Personal Story ◽  
Foreign Language Learners ◽  
Latino Community

The purpose of this article is to describe the methodology and pedagogical practices of an advanced language course, Spanish and the Community,that addresses the strengths and needs of both Spanish heritage language learners and foreign language learners in classrooms that contain both populations, i.e., in mixed classrooms. Focused on the Latino experience in the United States, the course’s main goals are to advance translingual competence, transcultural critical thinking, and social consciousness in both groups of students. Three effective and interrelated pedagogical approaches are proposed: (a) community service as a vehicle for social engagement with the Latino community; (b) the multiliteracies approach (New London Group,1996), with emphasis on work with art; and (c) border and critical pedagogy drawn from several authors in the heritage language field (Aparicio, 1997; Correa, 2011; Ducar, 2008; Irwin, 1996; Leeman, 2005; Leeman &Rabin, 2001; Martínez &Schwartz, 2012) and from Henry Giroux and Paulo Freire’s work. The effectiveness of this combined approach is demonstrated in students’ final art projects, in which they: (a) critically reflect on key issues related to the Latino community; (b) integrate knowledge about the Latino experience with their own personal story; (c) become aware of their relationship to the Latino community; and (d) express their ideas about their creative artifact in elaborated written texts in Spanish (the project’s written component).

Self-identified Linguistic Microaggressions among Monolingual Pre-service Teachers: Why They Matter for English Language Learners

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Jenna Shim
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Racial Microaggressions ◽  
Analytical Tool ◽  
Pedagogical Practices ◽  
Subordinate Group ◽  
Group Members ◽  
The Common ◽  
Everyday Context

AbstractUsing the concept of racial microaggressions as an analytical tool, this study reports on white monolingual pre-service teachers’ self-identified linguistic microaggressions by exploring their attitudinal and affective responses to those who speak languages other than English. The assumption is that teachers’ pedagogical practices and their relationship with students are not contained within classrooms but are rather intertwined with their lives outside the classroom and their thinking in everyday context. The themes identified by analyzing the self-identified linguistic microaggressions of the participating pre-service teachers are (1) Self-consciousness/discomfort, worry, fear, anxiety, and frustration; (2) Judgments: (un)intelligence, (dis)likability, and (un)trustworthiness; (3) (In)appropriateness and English dominance; and (4) Stereotypes. This study also reports the findings pertaining to the participants’ reflections on the factors that contribute to difficulties they face when attempting to engage in self-identifying linguistic microaggressions. The common challenges among these monolingual pre-service teachers are: (1) Identification and commitment are not enough; (2) Am I a bad person? and (3) Unconscious dispositions. The significance of this study stems from its exploration of the white pre-service teachers’ self-identification of microaggressions as opposed to those identified by the victims of microaggressions. By using the concept of microaggressions as the main analytical tool, the study reveals that the dominant members who are microaggressive toward language subordinate group members must understand, recognize, and acknowledge their microaggressions if they are to more productively support English language learners (ELLs) succeed socially and academically. The study offers implications for educators working with ELLs as well as for the field of teacher education.

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

scholarly journals The spread of computer-assisted language learning

2009 ◽  
Vol 43 (1) ◽  
pp. 66-74 ◽  
Author(s):  
Carol A. Chapelle
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Comparative Research ◽  
Applied Linguistics ◽  
Clear Distinction ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Culture Learning ◽  
Language And Culture ◽  
Research Perspectives

This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning.

Motivation-Based Teaching Practices

2013 ◽  
Vol 4 (1) ◽  
pp. 56-60
Author(s):  
Anissa Khaldi
Keyword(s):  
Instructional Practices ◽  
Present Article ◽  
Language Learners ◽  
Driving Force ◽  
Teaching Practices ◽  
Important Variable ◽  
Learning Goals ◽  
Final Part ◽  
Key Factor ◽  
Shed Light

One of the factors that have been found to significantly influence EFL language learners’ success is motivation. It is said that it provides a strong impetus to initiate learning and, at the same time, a driving force to sustain the long, often tiring process of learning. Hence, it is crucial for instructors to consider how to foster this important variable. The present article argues that motivation can be stimulated through a number of teaching practices. It will set out to review some research concerning motivation along with its different components. Moreover, the article will explain how motivation helps learners pursuit their challenging learning goals in the path of success. The bulk of the final part will be devoted to some of the instructional practices that teachers may use so as to get learners motivated as well as sustain their motivation. Finally, the conclusion of this article will also shed light on the idea that although motivation is a key factor for success, it is not the only variable that EFL instructors should seek to take into account. There are other variables that can be held responsible for successful learning.

On cultivation of intercultural communication awareness in english vocabulary teaching

2015 ◽  
Vol 3 (9) ◽  
pp. 69-73
Author(s):  
Xiaochi Zhang
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Elements ◽  
Language And Culture ◽  
Intercultural Communication Competence ◽  
Close Relationship

Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

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