scholarly journals Virtual and Other Learning Spaces: Introduction to the Special Issue

2016 ◽  
pp. 110-114
Keyword(s):  
Language Learning ◽  
Opportunity To Learn ◽  
Editorial Team ◽  
Proximal Development ◽  
Special Issue ◽  
Multiple Perspectives ◽  
Learning Spaces ◽  
Access Management ◽  
Theoretical Perspectives ◽  
Physical Spaces

Welcome to issue 7(2) of SiSAL Journal, which is a special issue on virtual and other learning spaces. The idea for putting together this special issue arose for two reasons. Firstly, we were inspired by the of submissions for the Self-Access Stories project edited by Katherine Thornton whose aim was to “highlight specific experiences of various areas of self-access management in practice, with a view to providing multiple perspectives on each issue” (Thornton, 2015). Some of the submissions and the ensuing discussion on the topic of virtual and other learning spaces prompted the editorial team to do a further call for papers for this special issue. The second reason for putting together this issue reason is that our own institution is currently preparing for a move to a larger, brand new purpose-built facility and this has inevitably resulted in our reevaluating interpretations of self-access for our own context. We wanted the opportunity to learn from others and invite them to the conversation. Environmental factors play a role in students’ learning both inside and outside the classroom and through this special issue we hoped to explore physical spaces, virtual spaces, and even metaphorical spaces in learning, e.g. Vygotsky’s Zone of Proximal Development – ZPD, or Murphey’s Zones of Proximal Adjusting – ZPA (Murphey, 1996; 2013) from both the practical and theoretical perspectives. This issue contains four full papers, one discussion article edited by Hisako Yamashita, and three papers that form the fifth part of the language learning spaces column edited by Katherine Thornton.

scholarly journals Introduction Special Issue on Physical Spaces

2019 ◽  
Vol 8 (1) ◽  
pp. 3-4
Author(s):  
Anastasia S. Morrone
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Case Studies ◽  
Review Process ◽  
Special Issue ◽  
Learning Spaces ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Physical Spaces ◽  
Active Exploration

JD Walker’s foreword to this special issue sets the context for the need for studies like those in this volume that explore innovative ways to integrate technology in physical learning spaces. We issued the call for abstracts for this special issue in September 2018 and expected a variety of different article types including empirical research, case studies, reflective essays, and critiques. We received 36 abstracts and it was interesting to me that the overwhelming majority were case studies. I didn’t know why. After all, much has now been written about the importance of active learning and the classrooms and informal learning spaces that support active learning. But as we began the review process, the reason became clear. The research on the use of technology in physical classrooms is still relatively new and we appear to be in a time of active exploration of creative and collaborative use of technologies in physical learning spaces.

Editorial: Team work and team talk as distributed and coordinated action in healthcare delivery

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Srikant Sarangi
Keyword(s):  
Healthcare Delivery ◽  
Team Work ◽  
Editorial Team ◽  
Special Issue ◽  
Coordinated Action

This special issue of Communication & Medicine is dedicated to the theme of teamwork and team talk in healthcare delivery.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Building Cultural Bridges Between China and India

2021 ◽  
pp. 097133362199045
Author(s):  
Dharm P. S. Bhawuk
Keyword(s):  
Cross Cultural Psychology ◽  
Cultural Psychology ◽  
Cross Cultural ◽  
Special Issue ◽  
Multiple Perspectives ◽  
Indian Culture ◽  
Two Cultures ◽  
China And India ◽  
The Two Cultures ◽  
Social Behaviours

Employing one of the established theories from cross-cultural psychology and sociology, first it is shown that both China and India are collectivist cultures. Then the Chinese and Indian worldviews are compared to highlight fundamental similarities between the two cultures. Finally, it is shown how self-cultivation is emphasised in both China and India. Effort is made to show how ideas presented by Confucius and Lao Tsu are captured in the Indian culture and social behaviours. A number of issues are raised for the development of indigenous knowledge from multiple perspectives using various paradigms and methodology. It is hoped that the special issue and this article will stimulate researchers to bridge Chinese and Indian psychologies which may pave the path towards peaceful prosperity.

Działanowo-zadaniowe nauczanie języków obcych w ujęciu neuropedagogicznym: Zaangażowanie uczących się a efektywność kształcenia

2021 ◽  
Author(s):  
Sławomira Kołsut
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Human Life ◽  
Knowledge Society ◽  
Well Being ◽  
Multiple Perspectives ◽  
Modern Approach ◽  
Learning And Teaching ◽  
Modern School ◽  
Constructivist Model

The action-task approach is a modern approach to language learning and teaching, offering more opportunities for active participation in the class and greater engagement in the learning process than traditional approaches, which include for example the communicative approach. The aim of this publication is to show the action-task approach from multiple perspectives: pedagogical, glottodidactic and neurobiological. In the pedagogical dimension, it refers to the issues of the new culture of learning and teaching and to the constructivist model of learning. In practice, this means that learners acquire knowledge and skills actively through their own actions. This method implies that classes are oriented towards shaping learners‘ independence and their gradual acquisition of autonomy. In the modern school, the learner acquires, apart from knowledge, which is no longer the priority of teaching, the competences needed for future work. In the modern knowledge society, these competences are becoming increasingly important, as they are more difficult to acquire than generally available knowledge. Therefore, during the modern learning process the student is provided with conditions for the development of social, methodological as well as personal competences, which play a very important role in achieving individual well-being. The action-task approach is not only a constructivist way of learning and teaching languages, but also a philosophy, referring to considerations of learning, teaching, perception of reality, communication and interaction with fellow learners, and formation of attitudes and values needed in human life.

scholarly journals Applied linguistics

2005 ◽  
Vol 38 (4) ◽  
pp. 239-242
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Applied Linguistics ◽  
Sao Paulo ◽  
São Paulo ◽  
Proximal Development ◽  
Modern Language ◽  
English Grammar ◽  
Language And Education ◽  
Modern Language Journal

05–587Allwright, Dick (U of Lancaster; [email protected]), Developing principles for practitioner research: the case of exploratory practice. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 353–366.05–588De Klerk, Vivian (Rhodes U, South Africa; [email protected]), The use ofactuallyin spoken Xhosa English: a corpus study. World Englishes (Oxford, UK) 24.3 (2005), 275–288.05–589E, He An (The Hong Kong Institute of Education, Hong Kong, China), Use of verbs in teacher talk: a comparison study between LETs and NETs. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 38–54.05–590Erdener, V. Doǧu & Denis K. Burnham (U of Western Sydney, Australia; [email protected]), The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning (Malden, MA, USA) 55.2 (2005), 191–228.05–591Hosoda, Yuri (Kanagawa U, Japan), Directives and assessments in Japanese native and nonnative conversation. JALT Journal (Tokyo, Japan) 27.1 (2005), 5–31.05–592Hu, Xiaoling, Nigel Williamson & Jamie McLaughlin (U of Sheffield, UK; [email protected]), Sheffield corpus of Chinese for diachronic linguistic study. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 281–293.05–593Hudson, Richard (U College London, UK) & John Walmsley, The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics (Cambridge, UK) 41.3 (2005), 593–622.05–594Johnson, Greer Cavallaro (Griffith U, Australia; [email protected]), Simon Clarke & Neil Dempster, The discursive (re)construction of parents in school texts. Language and Education (Clevedon, UK) 19.5 (2005), 380–399.05–595Ohta, Amy Snyder (U of Washington, USA; [email protected]), Interlanguage pragmatics in the zone of proximal development. System (Amsterdam, the Netherlands) 33.3 (2005), 503–517.05–596Pica, Teresa (U of Pennsylvania, Philadelphia, USA; [email protected]), Classroom learning, teaching, and research: a task-based perspective. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 339–352.05–597Sardinha, Berber (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), A influência do tamanho do corpus de referência na obtenção de palavaras-chave usando o programa computacional WordSmith Tools [The influence of reference corpus size on WordSmith Tools keywords extraction]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 183–204.05–598Seedhouse, Paul (U of Newcastle upon Tyne, UK; [email protected]), ‘Task’ as research construct. Language Learning (Malden, MA, USA) 55.3 (2005), 533–570.05–599Spada, Nina (U of Toronto, Canada; [email protected]), Conditions and challenges in developing school-based SLA research programs. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 328–338.05–600Von Staa, Betina (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), Deselvomiento de interpretações literárias lógicas e coerentes [Development of loigical and coherent literary interpretations]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 157–181.05–601Wong, Jock (Australian National U, Canberra, Australia; [email protected]), ‘Why you so Singlishone?’A semantic and cultural interpretation of the Singapore English particleone. Language in Society (Cambridge, UK), 34.2 (2005), 239–275.

scholarly journals Whole-Part-Whole Reading Instruction in the Teaching and Learning of Arabic as a Foreign Language at Beginner Level

2020 ◽  
Author(s):  
Andrea Facchin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Standard Arabic ◽  
Theoretical Perspectives ◽  
Theoretical Reasoning ◽  
Modern Standard

The neurological bimodality theory, espousing the principles of directionality and cerebral hemisphericity, has led to a series of expedients in the field of foreign language teaching, like the use of inductive strategies. Accordingly, this contribution focuses on a methodological proposal stemming from the aforementioned theoretical perspectives and tackles the question of reading in the early phase of Arabic as Foreign Language learning. In doing so it questions how to teach Modern Standard Arabic at beginner level and proposes solutions to it through the use of new technological tools in the service of languages. Specifically, the focus is set on Pre-A1 and A1 levels of the recently issued Companion Volume to the Common European Framework of Reference for Languages. As a result of theoretical reasoning, the ‘Whole-Part-Whole’ method teaching philosophy is presented, theorized and verified in relation to the study of Arabic by non-Arab beginner learners.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals An Investigation of How Online Learning Reduces ZPD in Mandarin Language Classrooms

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Noor Hanim Rahmat ◽  
Mok Soon Sim ◽  
Lau Suk Khi ◽  
Ling Tek Soon
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Proximal Development ◽  
Group Discussions ◽  
Face To Face ◽  
Mandarin Language ◽  
Language Classrooms ◽  
Language Needs ◽  
Almost All ◽  
Play Group

Traditionally, language needs to be learnt face-to-face. Pronunciation practices, role play, group discussions are all activities that allow interaction among learners. Previously, some things are better learnt face-to-face, while some can be learnt online. Nevertheless, the pandemic has accelerated the need for online learning in almost all courses offered at institutions. Devices used for online learning can be used as a leaning tool by learners to improve understanding. These devices help to reduce a learner’s zone of proximal development (ZPD) thus maximizing learning. Online learning has been said to facilitate rather than hinder language learning. This study is therefore done to explore how it helps the learning of Mandarin. The study investigates how online interaction affects the learning of Mandarin in language classrooms. 173 participants responded to a 28 items (5 likert scale) instrument. Findings reveal how online learning influences interaction, encourages participation of more knowledgeable others, and improves interaction with content among learners.

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