To see the other types of publications on this topic, follow the link: EDUCATION / Language Experience Approach.
Journal articles on the topic 'EDUCATION / Language Experience Approach'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'EDUCATION / Language Experience Approach.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Faizi, Ahmad, Djoko Saryono, Muakibatul Hasanah, and Nurcha sanah. "Culturally Responsive Madurese Language Learning." International Journal of Early Childhood Special Education 13, no. 2 (2021): 1314–21. http://dx.doi.org/10.9756/int-jecse/v13i2.211179.
Full textAbstract:
Learning efficiency highly relies on the implemented learning approach. The Madurese language (BM) learning is a social situation that stores cultural diversity reflected from students’ background. Meanwhile, culturally responsive learning facilitates effective learning that accommodates students’ cultural differences. This study investigates students’ knowledge and cultural experiences in a classroom, primarily those related to Probolinggo society’s local culture, using descriptive qualitative approach. The data were obtained through observation and interview with some Madurese language teachers. The data, in the form of excerpts, were analyzed using direct interpretation technique. The findings are associated with social, moral, and art cultural knowledge and experience related to local culture during the Madurese language learning. Various differences have been observed between students who are speaking Madurese and other languages. Their distinctive knowledge and experiences induce different opinion, behavior, and attitude, along with perspective toward art, in the class. Integrating students’ local culture related experiences present learning independence.
2
Bergen, Nicole. "Narrative Depictions of Working With Language Interpreters in Cross-Language Qualitative Research." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691881230. http://dx.doi.org/10.1177/1609406918812301.
Full textAbstract:
The role of the interpreter in cross-language qualitative research warrants methodological consideration at the onset and throughout the research. This study used a narrative approach to portray how two researchers’ epistemological positionings about the interpreter role were negotiated within the practical realities of conducting research. Data were obtained from a semistructured interview with an experienced cross-language researcher and field notes of my subsequent experiences working with interpreters. Findings suggest that the researcher–interpreter relationship is shaped by the epistemological views of the researcher, researcher experience and seniority, study design and resources, and the context in which the research occurs. Understanding how researchers’ views and approaches to working with interpreters evolve across different career stages and adapt to different circumstances can provide new insights to prepare researchers for cross-language research and to promote rigorous qualitative research.
3
Vyushkina, Elena Grigorievna. "CLIL Approach to Legal English Courses: Analysis of Practice and Experience." Sustainable Multilingualism 10, no. 1 (2017): 136–49. http://dx.doi.org/10.1515/sm-2017-0007.
Full textAbstract:
Summary The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.
4
Usher, Robin. "Locating Experience in Language: Towards a Poststructuralist Theory of Experience." Adult Education Quarterly 40, no. 1 (1989): 23–32. http://dx.doi.org/10.1177/074171368904000103.
Full textAbstract:
Experience, although a key concept in adult learning, tends to be conceptualized within the framework of humanistic psychology and thus to be seen as asocial and subjective. This article argues that the relationship between meaning and experience should not be grounded in subjectivity. The insoluble problems of such a grounding are illustrated by the deconstructive analysis of a text (Jarvis, 1987) centered on a humanistic approach to meaning and experience. An alternative theorization is presented that stresses the constitutive role of language in experience. This shows how the meaning of experience is located in the play of language and the power of discourse. Experience, therefore, potentially has no single, fixed, and invariant meaning. Seeing experience in this way allows for a reconceptualization of adult learning which more readily takes account of the neglected social dimension.
5
Koivistoinen, Hilkka, Leena Kuure, and Elina Tapio. "Appropriating a new language learning approach." Apples - Journal of Applied Language Studies 10, no. 2 (2016): 105–17. http://dx.doi.org/10.17011/apples/urn.201612145091.
Full textAbstract:
The study focused on university students of English and their teachers appropriating an ecological perspective into language learning and teaching during a university course. The course involved designing and putting into practice an online language project for school children in Finland and Spain. The task was expected to pose challenges as the university students had no experience of the pedagogic approach applied. Two video-recorded wrap-up discussions and the students’ final reports were selected from the data resource for closer analysis. The qualitative analysis showed how the new/ecological approach was resemiotised through multimodal (inter)actions between the participants. Experiences of complexity were collaboratively negotiated through the metaphor of ‘chaos’, first as problematic, then normalised and even a desired part of language teaching. The study bears implications for language teacher education shedding light on changing understandings for pedagogical thinking.
6
Bairy, Shailaja. "Multilingual Approach to Mathematics Education." Issues and Ideas in Education 7, no. 2 (2019): 71–86. http://dx.doi.org/10.15415/iie.2019.72008.
Full textAbstract:
Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences.
7
Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.
Full textAbstract:
The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.
8
Арцишевська, Анетта, Наталія Гриня, and Лілія Кузнецова. "CLIL APPROACH IN BILINGUAL EDUCATION." Молодий вчений, no. 10.1 (98.1) (October 29, 2021): 4–7. http://dx.doi.org/10.32839/2304-5809/2021-98.1-1.
Full textAbstract:
The article deals with a newly implemented method of teaching a foreign language – Content and Language Integrated Learning (CLIL) which has become the trendy approach of bilingual education. CLIL is gaining more importance across Europe and Ukraine in terms of both: the number of educational establishments implementing it and related studies done in this field. The term scaffolding has been overviewed and analysed. An important fact about CLIL is that it combines both language and subject teaching. Students do not just study a foreign language, but use it to study subject related authentic content. The article also deals with such important task as lesson planning process which is of vital importance for the successful development of the class. CLIL has profound methodological implications in terms of planning, teaching strategies and the role of the teacher. CLIL lesson is supposed to require a precise and extensive preparation. Six stages of the effective CLIL planning has been analyzed and researched. Moreover, CLIL planning requires a change of the traditional concepts of lesson planning. The results prove that looking at the issue from a broader perspective brings us to the conclusion that, if there is a proper development of legal and regulatory framework for CLIL implementation in Ukrainian higher educational establishments, there will not be any problems for teachers interested in applying CLIL theoretical basis to the existing experience and realising enormous perspectives this approach yields to the educational system.
9
Byers-Heinlein, Krista, Esther Schott, Ana Maria Gonzalez-Barrero, et al. "MAPLE: A Multilingual Approach to Parent Language Estimates." Bilingualism: Language and Cognition 23, no. 5 (2019): 951–57. http://dx.doi.org/10.1017/s1366728919000282.
Full textAbstract:
Bilingual infants vary in when, how, and how often they hear each of their languages. Variables such as the particular languages of exposure, the community context, the onset of exposure, the amount of exposure, and socioeconomic status are crucial for describing any bilingual infant sample. Parent report is an effective approach for gathering data about infants’ language experience. However, its quality is highly dependent on how information is elicited. This paper introduces a Multilingual Approach to Parent Language Estimates (MAPLE). MAPLE promotes best practices for using structured interviews to reliably elicit information from parents on bilingual infants’ language background, with an emphasis on the challenging task of quantifying infants’ relative exposure to each language. We discuss sensitive issues that must be navigated in this process, including diversity in family characteristics and cultural values. Finally, we identify six systematic effects that can impact parent report, and strategies for minimizing their influence.
10
Johnson, Mary A., and Glenda F. Roberson. "The Language Experience Approach: Its Use with Young Hearing-Impaired Students." American Annals of the Deaf 133, no. 3 (1988): 223–25. http://dx.doi.org/10.1353/aad.2012.0782.
Full text
11
Vieira, Flávia. "Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy." Profile: Issues in Teachers´ Professional Development 22, no. 1 (2020): 143–58. http://dx.doi.org/10.15446/profile.v22n1.78079.
Full textAbstract:
Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in post-graduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experiences and produce narratives of inquiry. Six teacher narratives are analysed, showing that experience-based teacher education may enhance teachers’ agency to challenge mainstream practices and explore learner-centred teaching, thus developing professional autonomy in seeking to promote learner autonomy.
12
Araujo, Luis Gustavo De Jesus, Roberto Almeida Bittencourt, and Davi Mosés Santos. "A Contextualized Spiral Approach for Teaching Programming in IT Vocational Secondary Education." Journal on Computational Thinking (JCThink) 2, no. 1 (2018): 81. http://dx.doi.org/10.14210/jcthink.v2.n1.p81.
Full textAbstract:
INTRODUCTION: Brazilian vocational high school education in Computing faces problems such as course failure and dropout, plus dropout from the programs, factors that directly contribute to the deficit of such professionals. OBJECTIVE: This paper reports an experience of a contextualized and spiral approach carried out with students of the technical program in Informatics. METHOD: The approach aims to facilitate learning and motivate students through the tools JES and PPlay, and the Python language. RESULTS: Learned lessons suggest the adequacy of Python as first language, and of contextualized activities, context reuse and challenges as factors contributing to motivation and learning. CONCLUSION: The use of contexts, languages and environments in sequential and spiral blocks fosters a more active posture of students regarding learning activities.
13
Aşık, Asuman, Burtay Hatice Eroğlu İnce, and Arzu Şarlanoğlu Vural. "Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences." Journal of Qualitative Research in Education 6, no. 1 (2018): 1–17. http://dx.doi.org/10.14689/issn.2148-2624.1.6c1s2m.
Full text
14
Almeida, Ricardo Regis de, Neuda Alves do Lago, and Francisco José Quaresma de Figueiredo. "CRITICAL-COLLABORATIVE LANGUAGE EDUCATION THROUGH ENGLISH: AN EXPERIENCE WITH YOUTH AND ADULT EDUCATION STUDENTS." Trabalhos em Linguística Aplicada 60, no. 3 (2021): 748–61. http://dx.doi.org/10.1590/0103181311030211520211017.
Full textAbstract:
ABSTRACT This study takes a cue from the biography of Maya Angelou and aims to intertwine her life experiences to a critical-collaborative language education through English approach. To reach our goal, a group of four Youth and Adult Education (YAE) students departed from Instituto Federal de Goiás (IFG) and metaphorically went to the U.S.A. through the story of the black woman aforementioned. Our reflections during this adventure were drawn on the works of many scholars, such as Almeida (2017); Figueiredo (2008, 2018); Figueiredo & Lago (2018); Lago & Cintra (2016); Magalhães (2014); Morrison (1975); Pessoa (2014); Rosa & Flores (2017); Scarcella & Oxford (1992), among others. We find it paramount to mention that our problematizations also stemmed from our very own experiences with the study participants as well as our personal narratives and struggles against racism, sexism, poverty and other types of prejudice in our classes. Our empirical material was generated through an open-ended questionnaire, the letters the students wrote to themselves in class, and the discussions carried out in a yarning circle about an experience the study participants had with students from three first-year high school integrated courses – Foreign Trade, Construction and Chemistry. We conclude that this investigation allowed us and the study participants to reflect upon and rethink our opinions about our bodies, complexion, and the very process of language education through English.
15
Khilkovska, A. "Foreign Languages in the System of Continuing Education (Experience in Development and Implementation of the Author's Model)." New Collegium 2, no. 104 (2021): 92–96. http://dx.doi.org/10.30837/nc.2021.2.92.
Full textAbstract:
The paper covers the history of Foreign Languages Department of People’s Ukrainian Academy, whose aim is to provide language training to “Business Administration” and “Social Management” students, paying special attention to the main stages developing its approach to organization and teaching methods has gone through. One of the major steps on this way was the development of the “Integrated Programme of Continuing English Language Training in PUA” which formalized the department’s main principles of organizational and teaching activities: competence-based approach, interactive teaching/learning methods, as well as digital ones, authentic teaching/learning materials, streaming, Grammar and Speaking classes, which is not common for non-philological departments. The paper explicates the way competence-based approach entails transformation of in-class language teaching/learning, as well as students’ extra-curricular activity. The author makes the conclusion that most practices, principles and approaches seen as experimental at early stages, later have formed the basis of language teaching/learning in PUA, moreover, some of them have already been implemented on the national level in response to formal requirements of the Ukrainian Ministry of Education and Science.
16
Shumskyi, Oleksandr. "Modern Approaches to Foreign Language Teaching: World Experience." Comparative Professional Pedagogy 6, no. 1 (2016): 41–46. http://dx.doi.org/10.1515/rpp-2016-0006.
Full textAbstract:
Abstract The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that “communicative era” in foreign language training of students is already over and the year 2000 has ushered in a “postcommunicative era” which is characterized by reconsidering the basic features of communicative approach and trying to review the generally accepted belief in the unquestionable effectiveness of this approach. It has been noted that communicative approach, based on interactive methods of teaching and creating the atmosphere of natural language environment at class, forms the doctrine of language training in the USA, Malaysia, Serbia, Croatia and in most of West European countries. In China and Saudi Arabia communicative approach to foreign language teaching is combined with traditional method in order to develop all kinds of speech activity. It has been substantiated that minimizing grammar component of students’ foreign language training in favour of forming only communicative skills has brought to fluent but grammatically incorrect speech. It has been proved that the effectiveness of foreign language teaching to a considerable degree depends on applying the integrated training system based on traditional didactics and communicative approach.
17
Beaven, Ana, and Inma Alvarez. "Non-Formal Drama Training For In-Service Language Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 1 (2014): 5–18. http://dx.doi.org/10.33178/scenario.8.1.2.
Full textAbstract:
Research on the connections between drama and language learning is not new, and interest in the potential collaboration between these fields has increased in the last four decades. However, studies have mostly focused on students’ experiences and the type of drama activities that could be incorporated in their language class, neglecting key aspects of the specific skills language teachers might need and how these could be developed. Most language teachers have no training in drama, and often the inclusion of drama activities in the language classroom is dependent on the specific interest and experience of the individual teacher, rather than an expected component of the foreign language training programme. This paper will be reporting on an experimental approach to training in-service language teachers through drama for professional and personal development. As part of a Grundtvig Lifelong Learning European project entitled “Performing languages”, experienced language teachers at Higher Education were invited to engage in a series of non-formal activities, including visits to three European countries where they engaged in drama workshops for local amateur groups, reflective methods, and open educational practices.
18
Straková, Zuzana. "Implementation of plurilingual approach into the foreign language teaching." Journal of Language and Cultural Education 8, no. 2 (2020): 1–18. http://dx.doi.org/10.2478/jolace-2020-0010.
Full textAbstract:
Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.
19
Reeves, Carolyn, Richard Kazelskis, and Penny J. Barr. "Emergent literacy: An exploratory study of the effects of an expanded language experience approach." International Journal of Early Childhood 21, no. 1 (1989): 59–76. http://dx.doi.org/10.1007/bf03174575.
Full text
20
Pirozhkova, Irina. "Integrated approach to foreign language teaching: sustainable development of higher education." E3S Web of Conferences 208 (2020): 09017. http://dx.doi.org/10.1051/e3sconf/202020809017.
Full textAbstract:
The article discusses development of an integrated approach of teaching English to students majoring in Management and IT technologies in the Ural State University of Economics and describes the experience of its implementation. Current trends in education require the use of non-traditional means in class to activate students’ potential and help them master the necessary competences. This integrated approach meets the requirements of the educational standard and is based on the survey among students held to reveal their needs and interests in a foreign language. It exceeds the boundaries of the textbook (which is still the basis for learning) and includes participation in multi-university projects and scientific conferences, use of on-line resources and creative tasks.
21
Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.
Full textAbstract:
The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.
22
Villalobos-Buehner, Maria. "A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests." Theory and Practice of Second Language Acquisition 7, no. 1 (2021): 11–31. http://dx.doi.org/10.31261/tapsla.8229.
Full textAbstract:
Language teacher educators train pre-service teachers in numerous theories and pedagogical practices of language learning and language teaching. They expect that their student teachers will translate this conceptual and practical knowledge into action during their practicum. However, in the process of determining pre-service teachers’ readiness for the field experience and the profession in general, methods classes measure only their conceptual knowledge and omit looking at their student teachers’ belief system about language teaching and learning. This belief system is a strong indicator of how the students organize their knowledge for application (Borg, 2003) and may help teacher educators gauge students’ read ness in the use of new pedagogies that these pre-service teachers may not have experienced before. Using two reflective essays and a piece of authentic assessment as instruments to gather data, as well as Jürgen Habermas’s theory on cognitive interests as a framework to explore the espoused beliefs of nine pre-service language teachers at the end of a methodscourse, this qualitative study addressed the following questions: What levels of cognitive interests do the nine pre-service world language and ESL teachers exhibit prior to student teaching? To what extent do the students’ levels of cognitive interests change during the methods course called Teaching a Second Language? What are the most common cognitive interests regarding such areas of teaching performance, such as methodology and assessment among the participants? The results show that the nine pre-service teachers held mostly technicaland some practical cognitive interests at the beginning of the semester. In the end, most of the participants held practical interests, and three out of the nine pre-service teachers held elementary emancipatory beliefs. One pedagogical recommendation is to include experiences in the training of pre-service teachers that promote emancipatory beliefs that could support teachers in their pursuit of transforming challenging social conditions while examining and adopting new pedagogies.
23
Mancinelli, James M., and Meredith Kneavel. "Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study." Perspectives of the ASHA Special Interest Groups 6, no. 6 (2021): 1566–90. http://dx.doi.org/10.1044/2021_persp-21-00042.
Full textAbstract:
Purpose: The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method: Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions: This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.
24
Hong, Huili. "Writing as defamiliarization processes: An alternative approach to understanding aesthetic experience in young children’s poetry writing." Journal of Early Childhood Literacy 19, no. 2 (2017): 175–205. http://dx.doi.org/10.1177/1468798417712338.
Full textAbstract:
This article provides a unique lens for understanding young children’s poetry writing. It focuses on defamiliarization as a cultural tool and practice to engage students’ imagination, playfulness, creativity and aesthetic experience into their poetry writing and to experience the world differently and aesthetically. The research aims of this article are (a) to examine how familiar things were defamiliarized in children’s poetry writing process and poems and (b) to explore what and how aesthetic experiences could result from the defamiliarization process. More specifically, three key literacy events were selected from different writing units during one academic year. Ethnographic discourse analysis was adopted to examine the teacher–student interactive conversations in poetry writing when they defamiliarized their familiar things, places and situation. The data analysis showed that the defamiliarization process made an important contribution to the young writers’ development of language, literacy and their sense of self as a writer. The results exemplified defamiliarization processes as a way to promote the teaching and learning of writing for aesthetic experience beyond linguistic text production. Furthermore, the article provides critical indicators that link children’s writing and multilayered aesthetic experience, and it highlights the critical role of an adult/teacher in channelling children’s affinity with play, imagination, creativity and aesthetic experience into their poetry writing.
25
Onukaogu, Chukwuemeka Eze. "The ‘whole language’ approach to literacy education in the third world: The Nigerian experience." Language, Culture and Curriculum 10, no. 3 (1997): 186–99. http://dx.doi.org/10.1080/07908319709525251.
Full text
26
Cheong, Yeun Sook, Changun Park, and Ju Hyun Kang. "A Grounded Theoretical Approach to International Students’ Korean Language Education Experience and Local Adaptation." Korean Educational Research Association 60, no. 6 (2022): 173–213. http://dx.doi.org/10.30916/kera.60.6.173.
Full text
27
Ewoldt, Carolyn, and Frieda Hammermeister. "The Language-Experience Approach to Facilitating Reading and Writing for Hearing-Impaired Students." American Annals of the Deaf 131, no. 4 (1986): 271–74. http://dx.doi.org/10.1353/aad.2012.0764.
Full text
28
Prasetya, Rizky Eka. "Integrating Moodle-Based Of Communicative Language Teaching In Higher Education." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (2021): 17. http://dx.doi.org/10.23887/jpbi.v9i1.31265.
Full textAbstract:
Inability to adapt and adjust in Moodle-based English teaching, especially communicative language teaching. This study aims to analyze the Communicative Language teaching approach used in Moodle-based English teaching in universities. The research design used is a qualitative approach with a sequential experimental research design and using semi-structured interviews. The research subjects were 12 English lecturers. The study results indicate that the process-based approach to communicative language learning adapts and adapts Moodle-based English teaching. Practices related to the knowledge and experience of lecturers in teaching English at Moodle. The study concludes that the pedagogical Moodle-based communicative language teaching approach should be improved, and the system provides tremendous possibilities. Moodle makes adjustments in its English pedagogical approach and sequentially develops teaching and learning productivity. The implication of the research is to make adjustments in the pedagogical approach of English and develop learning productivity by integrating it into computers and the Internet.
29
Poissant, Hèlène. "Bilingualism, Bilingual Education, and Sociocultural Identity: The Experience of Quebec." Journal of Cognitive Education and Psychology 4, no. 3 (2005): 316–28. http://dx.doi.org/10.1891/194589505787382658.
Full textAbstract:
Questions regarding bilingual education are examined through the lens of Canada’s experience in the Province of Quebec, with particular emphasis on the social group (majority, minority) of the children and the schooling context. Several distinct approaches to bilingual education are identified and discussed, varying from an assimilation approach to a multicultural one. Early immersion in a second language is seen to have positive effects on school achievement as well as on mastery of the language. Canada’s experience may have important implications for other bilingual and multilingual-multicultural societies such as Belgium, Switzerland, Spain, and a number of African countries with a history of colonialism.
30
Ikonnikova, Maryna. "Professional Training of Foreign Language Teachers in the USA: Based on the Experience of Lewis University." Comparative Professional Pedagogy 8, no. 2 (2018): 76–82. http://dx.doi.org/10.2478/rpp-2018-0022.
Full textAbstract:
Abstract The paper deals with professional training of future foreign language teachers in the USA based on the experience of Lewis University. As evidenced by research findings, the scope of foreign language education in the USA is rather broad, since they attempt to promote both traditional and critical languages in the context of developing translingual and transcultural competences. Based on the example of Lewis University, we have characterized professional training of future foreign language teachers, who major in the Spanish language. The obtained results prove that the programme content is extremely practice-oriented and designed to fulfill personal needs of every student; the programme curriculum is not overwhelmed with theoretical paradigms and foreign language students can participate in different activities and fully comprehend the realities of schools and the education process. It has been found that while mastering the programme, they are able to acquire the professional knowledge, skills and abilities they will definitely need in practice. The positive aspects of Lewis University’s foreign language education programme have been determined. They are the following: practice-oriented approach to professional training of future foreign language teachers; an optimal selection of professional education courses and electives, as well as effective clinical practice; the assessment and evaluation of foreign language students’ results during and after undergoing clinical practice from different perspectives, namely, organization, content, specifics; the implementation of the inclusive education component into the content of the programme curriculum; the fulfillment of different personal, learning and occupational needs of future foreign language students. It has been concluded that the outlined positive aspects of American experience in providing professional training of future foreign language teachers based on the experience of Lewis University can be implemented into the system of foreign language education in Ukraine in order to enhance quality and efficiency of these specialists’ training at Ukrainian higher education institutions.
31
Lauer, Mark. "The Performing Arts in Second Language Acquisition." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 1 (2008): 17–39. http://dx.doi.org/10.33178/scenario.2.1.3.
Full textAbstract:
This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out. This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out.
32
Salo, Noelle Nayoun Park, and Hannele Dufva. "Words and images of multilingualism: A case study of two North Korean refugees." Applied Linguistics Review 9, no. 2-3 (2018): 421–48. http://dx.doi.org/10.1515/applirev-2016-1066.
Full textAbstract:
AbstractThe article analyses the experience of multilingualism in the South Korean context, focusing on the experiences of North Korean refugees. The research participants (N=2) are originally from North Korea, but now live in South Korea, where they face challenges in their adaptation to the new society, its linguistic landscape and its practices and positions with regard to language issues in society and in education. By combining verbal and visual means of data collection, we aim to analyse the multilingual trajectory of the research participants, their experiences of different languages and language learning and, further, the emotions that are attached to these. Our approach is socio-cognitive in that we seek to show how individual experiences intertwine with and refract the particular societal contexts and their ideologies.
33
O’Toole, Ciara, and Tina M. Hickey. "Diagnosing language impairment in bilinguals: Professional experience and perception." Child Language Teaching and Therapy 29, no. 1 (2012): 91–109. http://dx.doi.org/10.1177/0265659012459859.
Full textAbstract:
Diagnosing specific language impairment (SLI) in monolingual children is a complex task, with some controversy regarding criteria. Diagnosis of SLI in bilinguals is made more complex by the lack of standardized assessments and poor understanding of clinical markers in languages other than English. There is an added complexity when one of the languages being acquired is an endangered one, where the domains of use and input are restricted, and where input is affected by convergence with the majority language. This article explores the challenge facing speech and language therapists and psychologists in diagnosing SLI in bilingual children acquiring Irish and English. Six speech and language therapists and four psychologists took part in semi-structured interviews exploring the impact of the bilingual environment, the nature of bilingual language impairment, current practices and the needs of these children. Thematic analysis was carried out and here three of the main themes emerging in the areas of assessment, the bilingual environment and characteristics of language impairment in this population are discussed. For assessment, an overriding theme was the requirement of standardized testing to secure additional educational and therapy resources for these children. However, because there are no standardized tests available in Irish, both professions end up translating existing English-based language and psychological assessments, using the norms provided to achieve standard scores. Both professions expressed strong dissatisfaction with this practice but saw little choice, given the Department of Education’s approach to allocation of supports. Language impairment in Irish was characterized by lexical difficulties, particularly with verbs and prepositions, tense errors, and significant borrowing and code-switching with English. Other themes that emerged were the growing influence of English as the children became older, which affected both attitudes to the minority Irish language as well as the content and structure of the language itself. The implications for service provision for bilingual populations in general are outlined.
34
Scivoletto, Giulio. "Raising self-consciousness: phonetic education as embodied language learning." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 183–96. http://dx.doi.org/10.14746/gl.2022.49.1.11.
Full textAbstract:
Phonetic education is presented in this contribution as a pedagogical approach and didactic method for teaching and acquiring phonetic-phonological competence in the foreign language classroom at school. To develop such competence, we should overcome the school practice that still today does not seem to deviate from the listen-and-repeat method: the teaching of articulatory phonetics is proposed as a method and tool for learning based on self-consciousness. By discovering the sound dimension of language, and the bodily reality through which it is realised, the student undergoes an educational experience based on perception. The formative value of a phonetic education is framed in the perspective of body pedagogy, in line with an inclusive and democratic approach to language education.
35
Prelock, Patricia A., Barbara L. Miller, and Nancy L. Reed. "Collaborative Partnerships in a Language in the Classroom Program." Language, Speech, and Hearing Services in Schools 26, no. 3 (1995): 286–92. http://dx.doi.org/10.1044/0161-1461.2603.286.
Full textAbstract:
This exchange describes the key components for establishing collaborative partnerships in the delivery of services to children with communication disorders: establishing a transdisciplinary approach to teaming, marketing the collaborative concept to enlist administrative support and recruit teachers, providing collaborative in-service training, and collaboratively planning and implementing lessons. A 3-year experience with a training grant emphasizing collaboration among speech-language pathologists and regular education teachers has led us to move beyond speech-language pathologists providing language experiences in the classroom to a more collaborative approach. Our collaborative teams share the responsibility for making decisions in the delivery of services to children with communication disorders.
36
Kyrda-Omelian, Alla, Oleksandr Pashkov, Andrei Pashkov, et al. "Foreign Language for Future Diplomats: What Integrated Education Approach Is Better?" World Journal of English Language 12, no. 1 (2022): 177. http://dx.doi.org/10.5430/wjel.v12n1p177.
Full textAbstract:
The current study deals with the Foreign Language Training for university students seeking the Master Degree in International Relations. The research focuses on the efficient organization of Foreign Language for Specific Purposes (FLSP), including ESP, course regarding the professional competence: meeting specific needs of the program stakeholders, designing it for adult learners of intermediate or advanced levels, etc. The aim of the course participants’ training is to apply a foreign language in professional work situations. The learners are expected to get new knowledge and experience through integrated education that includes more than one subject and tends to be more effective. This article offers the theoretical and practical support for FLSP practitioners researching, designing courses and providing materials for learners of the Master programs in International Relations and related professional areas. The support includes problem-based training to develop students’ professional competence. The training focuses on the insights from designing an FLSP course for such students, the analysis of their future job responsibilities, the stakeholders’ needs, as well as the FLSP literature on integrated education approaches review, the Master study programs and Qualification Requirements.
37
Canese, Valentina, Roberto Paez, and Jessica Amarilla. "Critical Issues in the English Language Classroom: ICT and Online Learning in Language Education." International Journal of Technology in Education 6, no. 1 (2023): 84–99. http://dx.doi.org/10.46328/ijte.312.
Full textAbstract:
A critical issue in education since 2020 has been the impact of the COVID-19 pandemic in the teaching and learning process. The pandemic has affected all areas of education and foreign language teaching has not been the exception. The study presents key aspects of teacher experience and training in relation to their use of ICT, which has become ubiquitous for teaching and learning during the last two years. For this study, a mixed methodology approach was used with a semi-structured questionnaire that was administered through social networks as well as WhatsApp and emails. A total of 184 responses were recorded from English teachers from all educational levels, public and private schools as well as language institutions. The results showcase that the main aspects affecting the development of classes are teachers’ experience using ICT tools, training received, and technology appropriation. Moreover, the availability of a variety of tools for synchronous and asynchronous instruction, communication, and evaluation allowed teachers to rapidly transition into Emergency Remote Teaching. These results inform education stakeholders of the difficulties and opportunities brought by the COVID-19 pandemic.
38
Jozwik, Sara, and April L. Mustian. "Effects of Technology-Supported Language Experience Approach for English Learners With Exceptional Needs." Reading & Writing Quarterly 36, no. 5 (2019): 418–37. http://dx.doi.org/10.1080/10573569.2019.1655690.
Full text
39
Et.al, Kew, S. N. "Japanese Students’ English Language Learning Experience through Computer Game-Based Student Response Systems." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1993–98. http://dx.doi.org/10.17762/turcomat.v12i3.1036.
Full textAbstract:
Technology has been vastly used in learning context for the purpose of enhancing students’ learning performance. The integration of computer in language teaching and learning is growing. In particular, the computer game-based student response systems such as Kahoot! application is implemented by some educators in their teaching classesto improve students’ learning experience. Meanwhile, collaborative learning plays an important role in teaching and learning practice. Thus, this paper aims to examine the use of Kahoot! application integrated with collaborative learning approach influences the learning experiences of Japanese students in English language classroom. An experimental research approach was conducted to study how Kahoot! application is affecting the learning experiences of Japenese students. Student engegement observation checklist and feedback form were used as the research instruments in this study. The population comprised 20 Japanese students who enrolled in English language classroom participated in this experiment. The findings show that Kahoot! integrated with collaborative learning approach made positive impact on students by contributing to better engagement and enhanced learning experience of students. This study can be a reference for instructors who plan to implement game-based student response systems and collaborative learning in English language classroom.
40
Govender, T., and J. Arnedo-Moreno. "Expert Review of Contextual Learning through Extensive Reading in a Digital Game-Based System." International Journal of Languages, Literature and Linguistics 8, no. 3 (2022): 137–41. http://dx.doi.org/10.18178/ijlll.2022.8.3.336.
Full textAbstract:
There are many factors involved in language acquisition, but immersive language experiences and consistent exposure are two crucial components. Creating these learningconducive settings can be challenging in a traditional classroom. However, learning a new language through context to connect words and definitions can be fun and engaging with a gamebased approach. Consequently, it’s important to create opportunities for this approach in a curriculum to diversify studies and excite learners about the language itself. Adding games based on their entertainment value may not translate into effective learning. Therefore, in this paper, a proposal for a gameful approach using a visual novel was evaluated. Ten industry experts from various fields of education were asked to review a game-based system that focused on acquiring language through reading and comprehension. The educational experts graded the system based on perceived acceptance and usability, learner experience and, qualitatively, its impact on education. The experts concluded that the system is an innovative and exciting implementation for language learning.
41
Engel, Lis, and Rikke Schou Jeppesen. "The Dance of Words." Nordic Journal of Dance 1, no. 1 (2010): 58–65. http://dx.doi.org/10.2478/njd-2010-0008.
Full textAbstract:
Abstract This article is about language and lived experiences and analysis of movement of dance within Physical Education studies in Denmark with a special focus on how the language of movement and dance can be related to lived body and movement experience. The issue of the challenges and possibilities of expressing movement experience and analysis in words is discussed at the general level and exemplified in the context of a dance educational event where the movement theory of Rudolf Laban is applied. A central question arising out of this example of working with language and lived experience of movement is: What influence does language have on our way of understanding and communicating a dance experience? The article proposes that a bodily anchored lived language – through an ethic-aesthetic phenomenological approach – may supplement, expand and broaden a given professional terminology in order to articulate, communicate and unfold the experiential dimensions of dance.
42
Jaleniauskiene, Evelina. "Shifting towards the action-oriented approach in Higher Education: language learners’ perceptions." Language Learning in Higher Education 11, no. 2 (2021): 375–94. http://dx.doi.org/10.1515/cercles-2021-2031.
Full textAbstract:
Abstract In the updated version of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume (Council of Europe 2020), the Action-Oriented Approach is highlighted as the most viable approach for learning languages. The present study explored students’ reflections on the collaborative project based on this approach. The project was offered to the learners at a tertiary level during a course of English (C1 level). Analysis of the data revealed that the project appeared to be useful for the development of both general and communicative language competences. Although collaboration was indicated among the most satisfactory aspects, the learners also experienced the most difficulties with it. Despite the finding that most students considered such a project to be of acceptable difficulty, their level of satisfaction differed significantly. The results point to some potential challenges while shifting to the Action-Oriented Approach as a more active language learning approach. Not all students may be ready for the new type of language learning which requires higher levels of cognitive effort and more collaboration in comparison to traditional language classes. As this approach marks a significant turn in language education, it is anticipated that both the detailed presentation of the project and students’ reflections on it will help to increase the awareness of other language educators seeking to design quality action-based projects.
43
Nor Shaid, Nor Azwahanum, Shahidi A. Hamid, and Marlyna Maros. "Exploration of Malay Language Acquisition and Learning Experience among Orang Asli Students." International Journal of Learning, Teaching and Educational Research 21, no. 5 (2022): 126–42. http://dx.doi.org/10.26803/ijlter.21.5.7.
Full textAbstract:
Orang Asli, the indigenous community in Malaysia, is among minority groups facing difficulties acquiring the Malay language as a second language. Poor achievement and lack of research on the secondary school level among indigenous students have motivated the inquisition for this study. Using an ethnographic case study research design, a qualitative research approach was used to explore indigenous students' Malay language acquisition and learning experience. A total of 13 participants were chosen by purposive sampling technique in this research, comprising eight Orang Asli students from the Temiar tribe, two teachers and three of the students' parents. To acquire an in-depth picture of the phenomena, the data was collected using observation methods, interviews, and field notes at the only secondary boarding school of indigenous people on the Malay Peninsula's west coast. The study findings were analysed using the continuous comparison method to identify the themes and subthemes involved. The findings revealed that the learning and acquisition of the Malay language as a second language were among the skills learned in school, just like any other subjects. This study shows that efforts to cultivate the use of the Malay language were found challenging due to the less conducive school and social environments for a second language acquisition process. Thus, this study contributes to a better understanding of indigenous students perceive their second language, which has implications for improving Malay language teaching and learning practices as a second language, particularly among the Orang Asli community in Malaysia.
44
Nada, Cosmin Ionut, and Helena Costa Araújo. "The multicultural experience of international students in Portugal: a narrative approach." Journal for Multicultural Education 11, no. 3 (2017): 176–88. http://dx.doi.org/10.1108/jme-09-2016-0049.
Full textAbstract:
Purpose The aim of this paper is to explore qualitatively and holistically the experience of international students in the context of Portuguese higher education. This paper interrogates the potential that an experience abroad provides for multicultural learning and for enhancing interaction between students with different cultural backgrounds. Design/methodology/approach To provide depth to the understanding of their experiences abroad, the narratives of 12 international students in Portugal were constructed and analysed interpretatively. The findings presented in this paper result from a solid set of data based on 41 interviews with an average duration of two hours each. Findings Regarding students’ levels of multicultural contact, the findings presented in this paper are not consistent with previous research literature which indicates a tendency for segregation among international and local students. Aside from one exception, all the interviewed students were rather comfortable to interact with their local peers and even established meaningful friendships with them. Concerning students’ learning throughout the sojourn, the findings indicate that the experience of living in a different country provides numerous opportunities for multicultural learning. Research limitations/implications Even though the findings suggest that multicultural learning is part of international students’ lives, it is beyond the scope of this paper to identify institutional strategies to further support students’ learning. Originality/value The study adds to knowledge production in the field of multicultural education by bringing data from Portugal, a country seldom approached in the research literature.
45
Fedorova, Dina Vladimirovna, Svetlana Alexandrovna Pashneva, Victoria Viktorovna Klimentyeva, Dmitry Dmitrievich Klimentyev, and Anna Valerievna Umerenkova. "Integrating preparation for international exams into foreign language education curriculum at university." SHS Web of Conferences 121 (2021): 03011. http://dx.doi.org/10.1051/shsconf/202112103011.
Full textAbstract:
In order to increase competitiveness of graduates not only in our country, but abroad as well, the development of the higher education system in Russia requires qualitative changes in the content of language training of students who are to be capable of integration into the global multicultural community, academic mobility, independence and constant professional growth. In this regard, there arises a question whether the quality of students’ knowledge, skills and abilities in the field of foreign language communication may comply with the requirements of international standards. The article reflects the results of theoretical research and practical experience in international exams preparation as part of foreign language instruction provided by the Foreign Languages Faculty of Kursk State University thus substantiating the hypothesis that it is possible to optimize the development of skills and abilities necessary to successfully pass international exams if the subject-related tasks and exercises are designed in their format and offered both for in-class and self-study activities. The purpose hereof is to explore feasibility of implementing effective preparation for international language exams in class without interference with the major curriculum. The scientific novelty of the research lies in the development and testing of a model of the educational trajectory leading to the formation of the competencies that meet international standards of foreign language education in graduates, majoring in languages. Having applied classical research methods analysis of publications and accumulated methodological experience, trial learning and observation – the authors came to the conclusion that the proposed approach is feasible and productive.
46
Poehner, Matthew E., Rémi A. van Compernolle, Olga Esteve, and James P. Lantolf. "A Vygotskian Developmental Approach to Second Language Education." Journal of Cognitive Education and Psychology 17, no. 3 (2018): 238–59. http://dx.doi.org/10.1891/1945-8959.17.3.238.
Full textAbstract:
This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2 teachers. This work follows the distinctions that have been proposed between, on the one hand, cognitive and meta-cognitive mediation (Karpov & Haywood, 1998), and on the other hand symbolic and human mediation (Kozulin, 2003), and brings these together in a coherent manner to support learner L2 development. Specifically, cognitive mediation through symbolic means centers on the importance of high-quality conceptual knowledge relating to the object of educative activity (e.g., vocabulary, grammar, reading, and writing), while meta-cognitive mediation through human interaction stresses the quality of cooperative engagement among teachers and students. Cognitive mediation is brought to the fore in L2 CBI work, which has been strongly influenced by the teaching–learning experiments conceived by Piotr Gal'perin (1967) in his efforts to uncover processes involved in internalization (see Talyzina, 1981). Beginning with Negueruela's (2003) longitudinal L2 CBI project, this framework has attracted considerable attention among L2 researchers and has led to numerous projects involving a range of different languages. We give particular attention to uses of CBI concerned with pragmatics of language use (e.g., van Compernolle, 2014)as this work involves the integration of features of language during communicative activity. The meta-cognitive component of language instruction is emphasized in DA as a tester/teacher (or mediator) engages cooperatively with learners when they encounter tasks beyond their independent ability. DA draws specifically on the Zone of Proximal Development (Vygotsky, 1978), according to which the quality of support learners require to identify and overcome problems indicates the extent of their emerging capabilities. Thus, DA offers a diagnosis of the full range of development, including abilities that have fully formed and those that are just “ripening” (Vygotsky, 1986). Early research on L2 DA examined dialogic mediation during dyadic interaction (Poehner, 2007, 2008). Subsequent work has extended L2 DA to group and whole-class formats (Poehner, 2009; van Compernolle & Williams, 2012) as well as computerized testing (Leontjev, 2016). Finally, we turn to the preparation of L2 teachers, where significant advances are being made that build upon both cognitive and meta-cognitive mediation to reorient (student) teachers to teaching–learning activity by beginning with their existing knowledge and experiences and moving beyond them through the introduction of theoretical concepts and principles of developmental education (Esteve, 2018; Johnson & Golombek, 2016).
47
Mei, Bing, and Shuxia Yang. "Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?" Sustainability 11, no. 16 (2019): 4292. http://dx.doi.org/10.3390/su11164292.
Full textAbstract:
In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students’ perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants’ experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.
48
Perevalova, Alena, and Marina Lucein. "Digital Tools in Education as Part of Ecosystem Approach during Foreign Language Acquisition." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2022, no. 4 (2022): 306–14. http://dx.doi.org/10.21603/2542-1840-2022-6-4-306-314.
Full textAbstract:
The ecosystem approach develops communication skills and promotes creativity by digitalizing the academic environment. The authors analyzed the ecosystem approach from economic, philosophical, psychological, and pedagogical perspectives. They described the possibilities of using digital tools in the process of teaching a foreign language to university students of IT departments. The article introduces the basic trends in academic digitalization. Digital tools can organize the academic environment in the process of teaching a foreign language, e.g., the Miro virtual whiteboard, the Nearpod platform, the 4portfolio.ru portal, the Google Calendar service, etc. An empirical survey proved that the ecosystem approach is an efficient tool of second language acquisition, which develops creative interaction, generates innovative solutions, increases positive motivation, develops business communication skills, and provides business communication experience.
49
Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives." Journal of Education Culture and Society 10, no. 2 (2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
Full textAbstract:
Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
 Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
 Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
 Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
50
CRUZ, Alberto. "Experience of Implementing Sport Education Model." Asian Journal of Physical Education & Recreation 14, no. 1 (2008): 18–31. http://dx.doi.org/10.24112/ajper.141711.
Full textAbstract:
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
 Sport education has attracted attention and interest from physical educators recently. However, the implementation of sport education has not been without difficulties. The purposes of this study were to understand the views of teachers and students on this model as well as examining the difficulties the teachers may face when implementing the model. Two secondary physical education teachers and 110 secondary students participated in the study. The teachers taught a unit of football lessons in sport education to two classes of students. They were requested to keep a reflective journal that focused on the process of implementation of the approach as well as the student reaction to this model. An interview focused on their views of using the approach was conducted with each teacher. Views of students toward the instructional approach were also obtained through the use of a structured questionnaire. Results revealed that the major difficulty faced by the teachers was the planning before the implementation. Most students expressed that they favoured the model and understood more about the organizing of football games. They also valued the learning of collaboration skills and team spirits in the lessons. The findings hold implications for the physical educators and teacher educators in Hong Kong.
 本研究目的是探討體育教師和中學生對競技運動模式的觀感與及教師在實踐此模式所遇上的困難。兩位中學老師及其學生參與是次研究。老師運用競技運動模式(足球單元)教授兩班學生。老師利用反思日誌記錄實踐感想及學生反應。老師其後以訪問形式表達其實踐意見。研究員亦利用問卷收集學生對此模式的觀感。結果顯示教師的主要困難是教學前的計劃和準備。學生對此模式亦持正面評價。此等結果給予體育教師及教師培訓多方面啟示»