scholarly journals Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Maria Nilsson
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Language Instruction ◽  
Target Language ◽  
Sense Of Agency ◽  
Foreign Language Instruction ◽  
Emotional Experiences ◽  
Young Learners ◽  
Oral Interaction

Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way in which they perceive their own agency, that is, their situated SoA. After initial classroom observations, learners from seven Swedish classrooms, across years 2–5, were seated in small groups to discuss open questions about target language (TL) use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the TL. However, they also expressed that oral instructions and prompts, which were sometimes incomprehensible, made them feel frustrated and insecure. Considering the risk of embarrassment, they refrained from asking questions or volunteering to speak. Thus, their accounts of their emotional experiences and actions did not align with their beliefs, which hampered their SoA. The findings illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching relate to target language use and offering plenty of time for learners to practice their oral skills under conditions that they perceive as safe.

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Foreign Language ◽  
Peer Interactions ◽  
Language Instruction ◽  
Data Sources ◽  
Foreign Language Instruction ◽  
Young Learners ◽  
Multiple Data ◽  
L2 Development ◽  
Post Test ◽  
Mixed Age

Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

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 Pedagogical conditions for the formation of foreign-language sociocultural competence of cadets of educational organizations of the Federal Penal Service of Russia

2019 ◽  
Vol 70 ◽  
pp. 01016
Author(s):  
Nina Shilina ◽  
Galina Aksenova ◽  
Irina Ganishina ◽  
Polina Aksenova
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Social Order ◽  
Language Instruction ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Educational Organizations ◽  
The Social ◽  
The Russian Federation ◽  
The Common

Currently it is necessary to learn cultures of other people, and it is therefore important to find new areas and forms of cultural cooperation. One way to meet these challenges is to learn foreign languages. The sociocultural component in the content of foreign language instruction plays a significant role in the development of the cadets personality, as it provides an opportunity not only to familiarize themselves with the heritage of the country’s culture of its target language country, but also to compare it with the cultural values of his country, which contributes to the formation of the common culture of a cadet. The relevance of problem of the formation of foreign-language sociocultural competence of cadets of the educational organizations of the Federal Penal Service (FPS) of Russia is defined by the social order of society which found the reflection in the Concept of Development of the Penal system of the Russian Federation till 2020 and also it is defined by the increased requirements of acquisition of a foreign language and search of the ways of the formation of foreign-language sociocultural competence promoting formation of bases intellectual, the cultural, professional and communicative developed identity of a specialist.

scholarly journals A Study on the Use of Mixed Language in Teaching English at Hospitality Management Class

2021 ◽  
Vol 7 (1) ◽  
pp. 162
Author(s):  
Ni Luh Supartini ◽  
Ni Putu Oka Agustini
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Language ◽  
Language Instruction ◽  
Hospitality Management ◽  
Target Language ◽  
Teaching English ◽  
Interview Session ◽  
Mixed Language

Learning English as a foreign language required some strategies to achieve the goal of communication. In teaching and learning process, the teacher and students frequently use their first language to explain the difficult word in English. This study aimed to investigate the language used by the teacher as communication strategies in teaching English as a foreign language and students’ responses toward the use of each type of language instruction in teaching English at Hospitality class. To investigate the study there were 2 teachers and 2 classes of hospitality management class as the subject. The data were collected through observation of teaching and learning process and interview session. The study was designed as descriptive qualitative research and the data were analyzed descriptively. The finding showed that the teacher used the target language frequently, however the used of mixed language to explain some difficult words also found in teaching and learning process.  

scholarly journals Contrastive Models for Turn-Taking in English and Japanese

2018 ◽  
Vol 42 (3) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Fundamental Aspect ◽  
Central Component ◽  
Interactional Competence ◽  
Turn Taking ◽  
Efl Students

Turn-taking remains an underemphasized aspect of foreign language instruction. As more is understood about this central component of interactional competence, foreign language teachers will need to consider the best ways to teach students how to take turns speaking and managing the floor in the target language. This paper provides a brief outline of turn-taking mechanics as originally defined by Sacks, Schegloff, & Jefferson (1974) before providing contrastive models for turn-taking in English and Japanese. Some recommendations for classroom instruction targeting turn-taking for EFL students in Japan, as well as a call for greater sensitivity to this fundamental aspect of communicative competence, are also provided. 外国語教育において、「話者交替」の重要性はまだ十分に注目されていない。相互行為能力の中心的構成要素である話者交替についての理解が深まるにつれ、外国語教育者は目標言語でどのように交替しながら話し、場の進行をすればいいかを教授するための最善の方法を考える必要が出てくるだろう。本論では、Sacks, Schegloff, & Jefferson (1974) によって定義された話者交替の働きについての概要を説明した後に、英語と日本語での話者交替の対照モデルについて述べる。日本の英語学習者に話者交替を教える際にクラス内で推奨されるいくつかの教授法と、話者交替というコミュニケーション能力の重要な一面に対するより細やかな配慮への必要性についても述べる。

scholarly journals English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

2021 ◽  
Vol 4 (2) ◽  
pp. 99
Author(s):  
Pamela Barre ◽  
Jhonny Villafuerte-Holguin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Integrated Learning ◽  
Public And Private ◽  
English As Foreign Language ◽  
The Impact

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

To do or not to do: willingness to communicate in the ESL context

English Today ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 36-42
Author(s):  
Syeda Farzana Bukhari ◽  
Xiaoguang Cheng
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Willingness To Communicate ◽  
Target Language ◽  
Teaching English ◽  
Successful Communication ◽  
Do So

English is used by more than one and a half billion people as a first, second or foreign language for communication purposes (Strevens, 1992). In this context, the purpose of teaching English has shifted from mastery of the grammatical rules to the ability to use the target language for successful communication. Consequently, the communication aspect of teaching and learning English has become the key issue in the domain of second language acquisition (Yashima, 2002: 54). Therefore, the issue of whether the learners will communicate in English when they have the chance to do so and to what extent they are willing to communicate gain importance. These questions have led to the emergence of an important construct in the field of L2 instruction, i.e. willingness to communicate (hereafter, WTC), which is defined as a learner's ‘readiness to enter into discourse at a particular time with a specific person or persons, using a L2’ (MacIntyre et al., 1998: 547). MacIntyre and his associates even proposed that WTC in L2 should be conceptualized as ‘the primary goal’ of language instruction (MacIntyre et al., 1998: 545). This paper explores the important concept of WTC by looking into Pakistani students' WTC in Canada.

scholarly journals Adoption of Team Coaching Competencies for Innovative Translation and Foreign Language Instruction: Polylingual and Polycultural Dimensions in Higher Education

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Oksana Chaika ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Academic Degree ◽  
Contemporary World ◽  
Team Coaching ◽  
Coaching Competencies

The contemporary world is subject to waves of highly rated turbulences and demand volatility in the market of educational services. In the recent decades, Ukraine as a developing state has witnessed varied response from educators, students, observers, bloggers as to the content and quality of education. The paper aims to elaborate the surface scratching recommendations for the development of an educational policy, which may be eligible for adoption at universities, endorsing modernisation of content and structure of higher education inside and outside Ukraine by means of developing, growing and applying coaching mind-set for teaching and learning processes. First, this refers to growing efficiency in communication models by foreign language (FL) teachers (irrespective of the field) and foreign language instructors (teaching foreign languages, languages for specific purposes in foreign languages, and translation) in giving lectures and moderating polycultural and polylingual classes. Second, it links to fostering culturological, axiological, intercommunicative values for polycultural communication in various languages, if applicable, between the teacher and the student and vice versa, the teacher and the teacher, the student and the student, etc. Team coaching may be treated one of the fastest growing disciplines in the coaching profession; and for the higher education, it is becoming increasingly important Team coaching competencies as hard skill of a modern FL / LSP teacher may enable a U-turn in the educational market as viewed in the light of demotivated students, losing interest in an academic degree, or gaining qualifications within the university walls. Team coaching defined as partnering in a co-creative and reflective process with a team (class) on its dynamics and relationships in a way that inspires them to maximize their abilities and potential in order to reach their common purpose and shared goals, may well fit into class instruction of the modern era.

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