Effectively Incorporating Blogs for the L2 Literacy Development of Teenage Language Learners

2020 ◽  
pp. 108-124
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Literacy Development ◽  
New Technologies ◽  
Language Education ◽  
Language Learner ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
The Impact ◽  
L2 Literacy

Digital technologies have become an important part of language learning and teaching across the globe at various levels of education. The advances in question have altered texts and tools available to teachers and students and have given practitioners and researchers a new understanding of L2 literacy development. More specifically, the successful attempts of integrating the blogosphere in language education suggest the improvement of L2 writing. Through blogging, students are given the opportunity to use the new language they are learning and new technologies to strengthen social bonds and express their thoughts and reflections on the online platform. This chapter elaborates on the use of the blog in teenage learners' L2 literacy in the digital age, and examines the impact that blogs have on the authorship, personal expression, writing fluency, and confidence of the L2 teenage language learner. The chapter also offers a theoretical, practical scope to establish the full perspective of integrating blogs into the language classroom.

Exploring Emotions in Language Teaching

RELC Journal ◽  
2020 ◽  
pp. 003368822092753
Author(s):  
Jack C. Richards
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Learner ◽  
Language Teachers ◽  
Learning And Teaching ◽  
The Impact ◽  
Affective Dimensions

Emotions are an important part of the experiences of both language teachers and language learners, however their role has often been marginalized as a result of the focus on cognitive rather than affective dimensions of language learning within the discipline of Second Language Acquisition. The ‘affective turn’ in applied linguistics has refocussed on how teachers’ and learners’ emotions influence how they manage teaching and learning. This survey article explores the kinds of emotions teachers and learners experience, the causes of these emotions, and the impact they can have on teaching and learning. Theory and research is reviewed relating to emotions and the teacher, emotions and the language learner, and emotions in teacher development. Suggestions are given as to how teachers and learners can develop emotional competence, that is, the ability to understand and productively manage emotions in language learning and teaching.

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 Teaching For Justice: Introducing Translanguaging in an Undergraduate TESOL Course

2018 ◽  
Vol 4 (3) ◽  
pp. 77-87 ◽  
Author(s):  
Elizabeth Robinson ◽  
Zhongfeng Tian ◽  
Tiffany Martínez ◽  
Aybahar Qarqeen
Keyword(s):  
Language Education ◽  
The United States ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Sheltered English Immersion ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
The Impact ◽  
Sheltered English ◽  
Unique Individual

This study investigates how introducing translanguaging as a way to affirm language and culture impacted students’ understandings of learning and teaching in a TESOL certificate course offered at a university in the northeast of the United States. As researchers, teachers, and students committed to justice, we explored the impact of introducing translanguaging in a course that was originally designed as a Sheltered English Immersion (SEI) course through collaborative, qualitative approaches of thematic analysis and macro- and micro-level analyses of power based on our unique individual experiences in the classroom. We found across our analysis that introducing translanguaging provided opportunities to shift assumptions and that, overall, students demonstrated critical sociocultural understandings of language that are foundational in teaching for justice. Ultimately, while we recognize the need for more explicit discussion about the purpose and pedagogy of translanguaging, the shifts towards teaching and embracing multilingual and multicultural realities through translanguaging which the study identified can contribute to the field of language education by demonstrating how teachers might open up possibilities in teaching for justice.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

The motivational self of the novice language learner

2019 ◽  
Vol 9 (1) ◽  
pp. 203-221
Author(s):  
Maria Villalobos-Buehner
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Language Education ◽  
Language Learner ◽  
Pedagogical Practices ◽  
Language Class ◽  
The Usa ◽  
Professional Self ◽  
Motivational Focus

Abstract Novice learners comprise the majority of language students in higher education, but very few decide to continue their foreign language education beyond the required credits. Educators must develop a deeper understanding of what motivates this group of students so they can design pedagogical practices that will help students shift from a checklist mindset to a lifelong commitment approach to language learning. This qualitative study examines the role that a motivational focus and future-self guides play in the language learning experience of novice language learners, taking a language class for the first time, from the USA, and the role that a grammar-based pedagogy has on the formation of those self-guides. Interviews with ten novice language learners showed that six students exhibited a strong promotion focus with an ideal L2 self available in their professional-self concept. Prevention-focused students with an available ought-to L2 self preferred classroom experiences centered around grammar topics while those with a promotional focus preferred culture-based lessons. This study makes recommendations on how language educators could maximize students’ level of engagement by knowing their students’ motivational focus.

scholarly journals Implementing of Character Values in English Language Learning and Teaching

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Erwin Pohan ◽  
Abdul Malik
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Central Position ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
High Knowledge ◽  
Action Model ◽  
Character Building

<p align="left">Studies of character building have been being discussed in all disciplines involved in language learning and teaching. It means that it has a central position in creating the good human being life generally and teacher, as a model of change, particularly. The main points of character building are its universal values such as trustworthiness, responsibility, respect, caring, fairness, and citizenship. The good teacher's character can be seen from the quality of his/her character personally or inter/intrapersonal. Discussing good charactered teachers and students are still becoming a current and serious issue and challenge in the educational context. Therefore, the purpose is to explore the character building through media and language education. In this case, the focus is on the theoretical review of the implementing of character values in English language learning and teaching in the classroom. The sub-themes are (1) teacher's role in internalizing of character values in English language learning and teaching, (2) internalizing of character values in learning and teaching media and materials, (3) internalizing of character values in learning and teaching processes. So, the integration of the character values in the learning and teaching system is very needed in order to produce the best teacher and students with having high knowledge and best behavior. Then, the character values are not taught but implemented in real action model explicitly and in learning and teaching media and materials implicitly. They are conducted by teachers and students inside and or outside the classroom simultaneously, continuously, and consistently. They are also supported by references from inspiring good character values people from various countries in the world. In another word, they have been successful and consistent with the character values</p>

Mobile Technologies, Podcasting and Language Education

2009 ◽  
pp. 331-349 ◽  
Author(s):  
Volker Hegelheimer ◽  
Anne O’Bryan
Keyword(s):  
Language Learning ◽  
New Technology ◽  
Language Education ◽  
Mobile Technologies ◽  
Development Phase ◽  
State University ◽  
Iowa State University ◽  
Learning And Teaching ◽  
Teachers And Students

The increasing availability of mobile technologies is allowing users to interact seamlessly with a variety of content anytime, anywhere. One of these new Web 2.0 technologies, or technologies that aim at enhancing and creating opportunities for user collaboration, is podcasting (Wikipedia, 2008; O’Reilly, 2005), an online audio and video publishing tool. Podcasts are increasingly being used by language educators and learners, yet in the educational realm, podcasting is still in a development phase as teachers and students are just beginning to experiment with ways to best use the technology. Therefore, few guidelines exist in terms of researching this new technology, specifically with regards to language learning and teaching (Rosell-Aguilar, 2007). In this chapter we begin to close this gap by first providing an overview of podcasting. We then discuss the potential of podcasting to transform ways in which languages are learned. In doing so, we cite illustrative examples of podcasts currently being used by language educators and students, and suggest ways in which the effects of this technology on language learning processes may be researched in order to make pedagogically sound decisions about using podcasts for language learning and teaching. After presenting a case study investigating the use of podcasts at Iowa State University, we conclude with a reflection on the potential for podcasts to transform language learning and teaching.

Learner perceptions and experiences of pride in second language education

2016 ◽  
Vol 39 (3) ◽  
pp. 272-291 ◽  
Author(s):  
Andrew S. Ross ◽  
Elke Stracke
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
English Language ◽  
Learning Experience ◽  
Critical Role ◽  
Language Education ◽  
Language Learner

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human experience, so a greater understanding of their impact on language learners is critical. In particular, the role and impact of positive emotions on learners and their learning experience has been overlooked in favour of a focus on issues of confidence and anxiety. One particular positive emotion that has a meaningful connection with the learning experience is that of pride. Drawing on qualitative interview data from tertiary English language learners in Australian universities, this article singles out pride as a means of confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning.

scholarly journals Olowalu Review: Developing identity through translanguaging in a multilingual literary magazine

2016 ◽  
Vol 18 (2) ◽  
pp. 109
Author(s):  
Alex Josef Kasula
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
English Only ◽  
Literary Magazine ◽  
Learning Policies

With the current trends in our globalized society, there is a clear increase in multilinguals rise; however, the understanding of multilingual identity and policy towards education stays relatively the same. Recent investigation in multilingualism in the US has shed light on the positive impacts of alternating policy in language education with regard to a greater understanding in how translanguaging and identity impact the language learner and language learning policies (Garcia & Wei, 2013). The following article describes the development of an online multilingual literary magazine, Olowalu Review, that aimed to provide English language learners in an English-only language policy a space to translanguage. Thus, having the opportunity to develop and express their multilingual identities. Goals and the development of the magazine are described in terms relating to current multilingual theory. While the outcomes and findings reveal how Olowalu Review enabled multilinguals to foster and exercise multilingual identities and skills, raise multilingual awareness, and act as an important multilingual artifact through an analysis of written submissions and interviews with authors. Pedagogical implications are discussed to empower language teachers, learners, or artists to develop the same or similar project for their own local, national, or global community. 

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