scholarly journals JALT2012 Plenary Speaker article: Technology is for every-one: Take the leap!

2012 ◽  
Vol 36 (4) ◽  
pp. 12
Author(s):  
Özge Karaoğlu
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learning Technologies ◽  
Opportunities To Learn ◽  
Digital Revolution ◽  
Young Learners ◽  
Web Tools ◽  
Integrating Technology ◽  
The Way

The immense and growing change in technology in the last decade has opened up a new door in education, creating new opportunities to learn, collaborate, and connect to each other by exponentially expanding the physical limits of school. This digital revolution has unleashed creativity and new insights with unlimited resources to facilitate language learning. Our newest generation has already demonstrated to us how it has impacted the way they learn, think, and interact, pointing us to learning technologies and their potential uses in and out of our classes. This talk will explore the whys and hows of integrating technology in small steps; making learning fun with web tools that every teacher should know and take advantage of to heighten the learning experience in young learners’ classes. Hang onto your hats because technology is for everyone and we are about to take that leap! この10年のテクノロジーの多大な変化で、学校の境界線が物理的に急拡大し、学び、協働し、お互いにつながり合う新しい機会が作られ、教育の新しい扉が開かれた。このデジタル革命は、言語学習を促進させる無限のリソースで創造力と新しい洞察を引き起こした。最も新しい世代の人々は、テクノロジーがいかに彼らの学び方、考え方、インタラクションの方法に強い影響を与えているかを私達に見せつけ、教室内外における学習のためのテクノロジーと、その使用の可能性についても示している。本講演では、テクノロジーを取り入れる理由と、その方法について検討する。年少者のクラスでの学習経験の質を高めるために教師が知るべき、利用すべきウェブツールを使って、学習を楽しいものにすることを提案する。皆さんの準備はできているだろうか。テクノロジーはすべての人々のものであり、私達はまさにそこを飛び越えようとしているのだ。

Clans and clanlectal contact

2016 ◽  
Vol 2 (2) ◽  
pp. 188-214
Author(s):  
Kelhouvinuo Suokhrie
Keyword(s):  
Language Learning ◽  
Linguistic Variables ◽  
Young Learners ◽  
Intergenerational Change ◽  
New Perspective ◽  
Stable Variation ◽  
The Way

Abstract This is the first variationist study of clan intermarriage and intergenerational change in Nagaland (India). The study investigates clan as a sociolinguistic variable by drawing data from the Angami (belonging to the Kuki-Chin-Naga sub-group of Tibeto-Burman languages) community of Kohima village in Nagaland. The linguistic variables examined include two alveolar fricatives and three affricates showing variable palatalization. Like many other clan-based communities (cf. Stanford, 2007, 2008, 2009), Angamis practice exogamy. Women settle down in their husband’s clans in the same village after marriage, but continue to maintain their original clanlects despite being in contact with their husband’s clanlects for many years. Exogamy practices are however weakening in Kohima, resulting in intra-clan marriages. The study examines the linguistic implications of the inter-clan and intra-clan marriages, illustrating the patterns that young learners acquire under such circumstances and the way they respond to the new changes. Labov finds evidence for an “outward orientation of the language learning faculty” (2012, 2014). The Nagaland results build on this notion but provide a new perspective: In Nagaland, children’s language learning is inwardly oriented with respect to stable variation and outwardly oriented in the case of change in progress.

scholarly journals Using Jazz Chants to Increase Vocabulary Power among ESL Young Learners

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Learning Experience ◽  
Young Learners ◽  
Proficiency Level ◽  
Post Test ◽  
Low Performance

The foundation of learning starts for children from pre-school and progresses to young learners in school. They come from various backgrounds with abilities to use home languages and mother tongue. However, their exposure to English Language is very limited due to the importance of this language is neglected as it is seen as impossible to master. Therefore, this paper investigates the effects of jazz chants approach to teach English Language to 30 pupils who are 10-year-old that have low proficiency level in a primary school located in a state in Malaysia. To improve teacher support and student involvement, it is crucial to have suitable strategies in educational contexts that would be able to develop a positive attitude among the pupils and improve their academic performance in English Language. The objective of this paper is to propose language learning strategies for low performance ESL pupils. It will highlight a direction which might improve the second language learning pedagogy in classrooms. Data was collected through pre-test and post-test, and satisfaction questionnaire which was given to the pupils (purposive sampling). The findings showed a marked increase in scores involving 15 students who achieved 100% scores. As a conclusion, they had motivating fun learning experience while they progressed in their learning activities.

Classroom Interaction and Discourse Options

1985 ◽  
Vol 7 (2) ◽  
pp. 169-183 ◽  
Author(s):  
Claire J. Kramsch
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Classroom Interaction ◽  
The Social ◽  
Theoretical View ◽  
Natural Discourse ◽  
The Way

This article takes a social-theoretical view of the reality created by a foreign language in the classroom. It examines the interaction of teacher and learners in their various activities along a continuum that extends from instructional to natural discourse and is determined by the way participants present themselves to one another and negotiate turns-at-talk, topics, and repairs. Suggestions are made for broadening and diversifying the discourse options in the classroom to enrich the social context of the language learning experience.

Teacher digital competence: bringing education to the next level

2020 ◽  
Vol 11 (1) ◽  
pp. 22-26
Author(s):  
S.V. Tsymbal ◽  
Keyword(s):  
Deep Learning ◽  
Learning Experiences ◽  
Digital Competence ◽  
Digital Revolution ◽  
Access Information ◽  
Set Up ◽  
Insight Into ◽  
The Way

The digital revolution has transformed the way people access information, communicate and learn. It is teachers' responsibility to set up environments and opportunities for deep learning experiences that can uncover and boost learners’ capacities. Twentyfirst century competences can be seen as necessary to navigate contemporary and future life, shaped by technology that changes workplaces and lifestyles. This study explores the concept of digital competence and provide insight into the European Framework for the Digital Competence of Educators.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

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