Pub Date : 2021-11-12DOI: 10.1080/07908318.2021.1999463
Otilia Martí Arnandiz, Laura Portolés Falomir
ABSTRACT Empirical research on L3 teachers' beliefs has gained momentum in the last decade since teacher cognition is paramount for understanding teaching practices in multilingual settings. Yet, many of these works deal with experienced language practitioners (e.g. [Otwinowska, A. (2017). English teachers' language awareness: Away with the monolingual bias? Language Awareness, 26 (4), 304–324]) and focus on the impact of instruction about multilingual pedagogies (e.g. [Gorter, D., & Arocena, E. (2020). Teachers' beliefs about multilingualism in a course on translanguaging. System, 92 (102272)]. Less attention has been awarded to pre-service content teachers ([Portolés, L., & Martí, O. (2020). Teachers' beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264; Schroedler, T., & Fischer, N. (2020). The role of beliefs in teacher professionalisation for multilingual classroom settings. European Journal of Applied Linguistics, 8 (1), 49–72]) or to the effect of individual factors other than teacher training on their beliefs. To address this research gap, the present paper examines whether external and internal factors affect 121 teacher trainees' cognition about multilingualism in Infant and Primary education. Although no significant differences across groups are found, results depict a teacher's profile more inclined towards implementing multilingual policies.
{"title":"The effect of individual factors on L3 teachers’ beliefs about multilingual education","authors":"Otilia Martí Arnandiz, Laura Portolés Falomir","doi":"10.1080/07908318.2021.1999463","DOIUrl":"https://doi.org/10.1080/07908318.2021.1999463","url":null,"abstract":"ABSTRACT Empirical research on L3 teachers' beliefs has gained momentum in the last decade since teacher cognition is paramount for understanding teaching practices in multilingual settings. Yet, many of these works deal with experienced language practitioners (e.g. [Otwinowska, A. (2017). English teachers' language awareness: Away with the monolingual bias? Language Awareness, 26 (4), 304–324]) and focus on the impact of instruction about multilingual pedagogies (e.g. [Gorter, D., & Arocena, E. (2020). Teachers' beliefs about multilingualism in a course on translanguaging. System, 92 (102272)]. Less attention has been awarded to pre-service content teachers ([Portolés, L., & Martí, O. (2020). Teachers' beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264; Schroedler, T., & Fischer, N. (2020). The role of beliefs in teacher professionalisation for multilingual classroom settings. European Journal of Applied Linguistics, 8 (1), 49–72]) or to the effect of individual factors other than teacher training on their beliefs. To address this research gap, the present paper examines whether external and internal factors affect 121 teacher trainees' cognition about multilingualism in Infant and Primary education. Although no significant differences across groups are found, results depict a teacher's profile more inclined towards implementing multilingual policies.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"353 - 370"},"PeriodicalIF":3.5,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1080/07908318.2021.2001479
C. Brown
ABSTRACT This project addressed the role of foreign language (FL) classes in a successful first-year student experience at one Japanese university. I assessed six dimensions of this experience: Match between high school FL classes and university FL classes, role of first-year FL course grades for academic progress, role of first-year FL classes in later studies, students’ attitudes toward the classes, promotion of language learning, and the success of these classes in fostering international peer interactions. Employing a mixed methods approach with one year of on-site fieldwork, I observed 78 FL classes, interviewed 40 students, five university and nine high school FL teachers, and analyzed teaching materials, homework, and student grades from 58 FL classes. Results indicated that, although these classes did not detract from students’ overall academic goals mainly due to the classes’ modest aims and lack of connections to later academic work, they largely failed to promote robust language learning, positive affect, and international peer interaction. This study especially indicates the need for improved connections between high school English and college-level EMI courses. Also, students with previous costly English learning opportunities fared better in English classes which suggests the importance of greater attention to equity in language education.
{"title":"The role of foreign language requirements in domestic students’ first-year success at one internationalising Japanese university","authors":"C. Brown","doi":"10.1080/07908318.2021.2001479","DOIUrl":"https://doi.org/10.1080/07908318.2021.2001479","url":null,"abstract":"ABSTRACT This project addressed the role of foreign language (FL) classes in a successful first-year student experience at one Japanese university. I assessed six dimensions of this experience: Match between high school FL classes and university FL classes, role of first-year FL course grades for academic progress, role of first-year FL classes in later studies, students’ attitudes toward the classes, promotion of language learning, and the success of these classes in fostering international peer interactions. Employing a mixed methods approach with one year of on-site fieldwork, I observed 78 FL classes, interviewed 40 students, five university and nine high school FL teachers, and analyzed teaching materials, homework, and student grades from 58 FL classes. Results indicated that, although these classes did not detract from students’ overall academic goals mainly due to the classes’ modest aims and lack of connections to later academic work, they largely failed to promote robust language learning, positive affect, and international peer interaction. This study especially indicates the need for improved connections between high school English and college-level EMI courses. Also, students with previous costly English learning opportunities fared better in English classes which suggests the importance of greater attention to equity in language education.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"371 - 385"},"PeriodicalIF":3.5,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47962266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children’s development of the foreign language, majority language, first language, and wellbeing, as well as programme-related and child-related factors that influence language development and wellbeing. The reviewed studies indicate that foreign language ECEC fosters foreign language development, without negatively impacting the majority and first language. Children can experience positive wellbeing in these programmes, but only if programmes are play-based and if the language policy is not too strict. Some studies report that programme characteristics, such as input quantity, language policy, and teacher strategies, modulate the effects of foreign language ECEC on language development and wellbeing. Few of the reviewed studies examined child characteristics, but the available findings indicate that children’s age, as well as their temperament and in-class behaviour, are related to foreign language learning. However, these findings need to be interpreted with caution, because research into foreign language ECEC is still in its infancy.
{"title":"The effects of foreign language programmes in early childhood education and care: a systematic review","authors":"Anne-Mieke M.M. Thieme, Kyra Hanekamp, Sible Andringa, Josje Verhagen, F. Kuiken","doi":"10.1080/07908318.2021.1984498","DOIUrl":"https://doi.org/10.1080/07908318.2021.1984498","url":null,"abstract":"ABSTRACT This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children’s development of the foreign language, majority language, first language, and wellbeing, as well as programme-related and child-related factors that influence language development and wellbeing. The reviewed studies indicate that foreign language ECEC fosters foreign language development, without negatively impacting the majority and first language. Children can experience positive wellbeing in these programmes, but only if programmes are play-based and if the language policy is not too strict. Some studies report that programme characteristics, such as input quantity, language policy, and teacher strategies, modulate the effects of foreign language ECEC on language development and wellbeing. Few of the reviewed studies examined child characteristics, but the available findings indicate that children’s age, as well as their temperament and in-class behaviour, are related to foreign language learning. However, these findings need to be interpreted with caution, because research into foreign language ECEC is still in its infancy.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"334 - 351"},"PeriodicalIF":3.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48636013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1080/07908318.2021.1979578
Pilar Safont
ABSTRACT Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning settings. However, research on classroom pragmatics has adopted a monolingual perspective, and the need to examine multilingual learners and teachers from a multilingual viewpoint has been raised. Bearing this research gap in mind, this study focuses on examining teachers’ reactions to learners’ translingual practices as instances of attitudinal conduct and potential sources of incidental pragmatic learning. Data for the study comprise transcripts from twelve video-recorded English as L3 lessons involving 268 learners (m.a. = 8.4) and 12 teachers. Interestingly, this study confirms the role of the language programme in the classroom requestive behaviour and the existing monolingual bias in young multilingual instructional settings.
{"title":"‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse","authors":"Pilar Safont","doi":"10.1080/07908318.2021.1979578","DOIUrl":"https://doi.org/10.1080/07908318.2021.1979578","url":null,"abstract":"ABSTRACT Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning settings. However, research on classroom pragmatics has adopted a monolingual perspective, and the need to examine multilingual learners and teachers from a multilingual viewpoint has been raised. Bearing this research gap in mind, this study focuses on examining teachers’ reactions to learners’ translingual practices as instances of attitudinal conduct and potential sources of incidental pragmatic learning. Data for the study comprise transcripts from twelve video-recorded English as L3 lessons involving 268 learners (m.a. = 8.4) and 12 teachers. Interestingly, this study confirms the role of the language programme in the classroom requestive behaviour and the existing monolingual bias in young multilingual instructional settings.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"317 - 333"},"PeriodicalIF":3.5,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48211552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.1080/07908318.2021.1978476
M. Yeldham, V. Choy
ABSTRACT The main purpose of this study was to examine the effectiveness for L2 English learners of a new direct approach to segmental pronunciation instruction that combined articulatory instruction with abdominal enhancement techniques. The participants were Cantonese speakers in Hong Kong, where the school curriculum relies chiefly on indirect instruction within a task-based language teaching (TBLT) framework. Thus a second purpose of the study was to examine whether the direct approach may be a useful addition to the Hong Kong curriculum. Randomly-assigned experimental and comparison groups of recent school graduates completed pronunciation tasks embedded within a TBLT framework. However, the experimental group had direct attention drawn to the segmental sounds, including advice and feedback on how to produce them, while the comparison group did not. Both groups completed a pretest/posttest reading-aloud task. The segments targeted in this test (and in the instruction) involved selected long vowel/diphthong sounds, voiced fricative consonants, and /t/ and /d/ in syllable-final consonant clusters. Results showed the experimental group significantly outperformed the comparison group overall and in each of these segmental categories, highlighting the importance of the direct articulatory–abdominal instruction. The results also suggested such instruction should be given greater attention in the Hong Kong curriculum.
{"title":"The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong","authors":"M. Yeldham, V. Choy","doi":"10.1080/07908318.2021.1978476","DOIUrl":"https://doi.org/10.1080/07908318.2021.1978476","url":null,"abstract":"ABSTRACT The main purpose of this study was to examine the effectiveness for L2 English learners of a new direct approach to segmental pronunciation instruction that combined articulatory instruction with abdominal enhancement techniques. The participants were Cantonese speakers in Hong Kong, where the school curriculum relies chiefly on indirect instruction within a task-based language teaching (TBLT) framework. Thus a second purpose of the study was to examine whether the direct approach may be a useful addition to the Hong Kong curriculum. Randomly-assigned experimental and comparison groups of recent school graduates completed pronunciation tasks embedded within a TBLT framework. However, the experimental group had direct attention drawn to the segmental sounds, including advice and feedback on how to produce them, while the comparison group did not. Both groups completed a pretest/posttest reading-aloud task. The segments targeted in this test (and in the instruction) involved selected long vowel/diphthong sounds, voiced fricative consonants, and /t/ and /d/ in syllable-final consonant clusters. Results showed the experimental group significantly outperformed the comparison group overall and in each of these segmental categories, highlighting the importance of the direct articulatory–abdominal instruction. The results also suggested such instruction should be given greater attention in the Hong Kong curriculum.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"184 - 199"},"PeriodicalIF":3.5,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44256605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.1080/07908318.2021.1979577
Ka Yan Lam
ABSTRACT This article presents the findings of a university reading and writing workshop on fairy-tale reimaginations. Fairy-tale reimaginations, understood as rewriting fairy tales using alternative narrative techniques, can be introduced into a literacy classroom where learners read reimagined fairy tales that stimulate their critical response and subsequently reimagine new stories that interrogate presumptions in the traditional tales. To justify the design of the workshop and its effectiveness in enhancing student learning, I combine restorying and critical literacy as the theoretical framework. By theorising fairy-tale reimaginations as a form of restorying, I foreground fairy-tale reimaginations as acts of resistance that reflect more diversifying perspectives in the society (Thomas & Stornaiuolo, 2016). I have chosen the four dimensions of critical literacy (FDCL), synthesised by Lewison et al. (2002) to illustrate how the workings of fairy-tale reimaginations befit the general principles of critical literacy. For a fuller realisation of critical literacy through consumption, production, and distribution of texts, understood as action and reflection upon the action, I contend to develop a reading/writing pedagogy that places emphasis on reading and rewriting followed by sharing and reflection. To this end, I hope to offer teacher-researchers insights to bring the fantasy genre into their literacy classroom.
{"title":"Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations","authors":"Ka Yan Lam","doi":"10.1080/07908318.2021.1979577","DOIUrl":"https://doi.org/10.1080/07908318.2021.1979577","url":null,"abstract":"ABSTRACT This article presents the findings of a university reading and writing workshop on fairy-tale reimaginations. Fairy-tale reimaginations, understood as rewriting fairy tales using alternative narrative techniques, can be introduced into a literacy classroom where learners read reimagined fairy tales that stimulate their critical response and subsequently reimagine new stories that interrogate presumptions in the traditional tales. To justify the design of the workshop and its effectiveness in enhancing student learning, I combine restorying and critical literacy as the theoretical framework. By theorising fairy-tale reimaginations as a form of restorying, I foreground fairy-tale reimaginations as acts of resistance that reflect more diversifying perspectives in the society (Thomas & Stornaiuolo, 2016). I have chosen the four dimensions of critical literacy (FDCL), synthesised by Lewison et al. (2002) to illustrate how the workings of fairy-tale reimaginations befit the general principles of critical literacy. For a fuller realisation of critical literacy through consumption, production, and distribution of texts, understood as action and reflection upon the action, I contend to develop a reading/writing pedagogy that places emphasis on reading and rewriting followed by sharing and reflection. To this end, I hope to offer teacher-researchers insights to bring the fantasy genre into their literacy classroom.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"217 - 233"},"PeriodicalIF":3.5,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47827170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.1080/07908318.2021.1979576
Mengjia Zhang, Elisabet Pladevall-Ballester
ABSTRACT HEIs (Higher education institutions) in mainland China are making enormous efforts to implement internationalization. As a result, EMI (English-medium instruction) courses are growing rapidly in number and popularity while relevant research is still insufficient in comparison to European countries. Besides, although much existing research has explored students’ beliefs and attitudes towards EMI, little is known on whether their beliefs and attitudes may change over time or after the completion of a course, and on whether students’ experiences in different EMI courses may differ. This paper specifically reports on students’ perspectives towards different EMI disciplinary courses: International Trade, Film Production and Project Management. Pre-post semester student questionnaires are analyzed both quantitatively and qualitatively. Results show that students were generally positive towards EMI courses but their attitudes changed to worse at the end of the semester. Students in the International Trade course had more positive attitudes than students in the Film Production and Project Management groups. Findings are discussed in relation to classroom teaching practices in the three groups, which were observed three times over the semester. Finally, teaching implications and language policy-related decisions are also considered.
{"title":"Students’ attitudes and perceptions towards three EMI courses in mainland China","authors":"Mengjia Zhang, Elisabet Pladevall-Ballester","doi":"10.1080/07908318.2021.1979576","DOIUrl":"https://doi.org/10.1080/07908318.2021.1979576","url":null,"abstract":"ABSTRACT HEIs (Higher education institutions) in mainland China are making enormous efforts to implement internationalization. As a result, EMI (English-medium instruction) courses are growing rapidly in number and popularity while relevant research is still insufficient in comparison to European countries. Besides, although much existing research has explored students’ beliefs and attitudes towards EMI, little is known on whether their beliefs and attitudes may change over time or after the completion of a course, and on whether students’ experiences in different EMI courses may differ. This paper specifically reports on students’ perspectives towards different EMI disciplinary courses: International Trade, Film Production and Project Management. Pre-post semester student questionnaires are analyzed both quantitatively and qualitatively. Results show that students were generally positive towards EMI courses but their attitudes changed to worse at the end of the semester. Students in the International Trade course had more positive attitudes than students in the Film Production and Project Management groups. Findings are discussed in relation to classroom teaching practices in the three groups, which were observed three times over the semester. Finally, teaching implications and language policy-related decisions are also considered.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"200 - 216"},"PeriodicalIF":3.5,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44098367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-17DOI: 10.1080/07908318.2021.1942032
Lianjiang Jiang
ABSTRACT Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-authored videos, classroom observation, and interviews reveal that the students used DMC for three forms of CP, including advocacy of the sexually discriminated, fundraising efforts for the left-behind children stricken by poverty, and promoting civic learning of disease-related knowledge and protection measures. The findings also reveal that these forms of CP were manifested by the students’ creative remixing of videos and visuals and ingenious layering of student-generated narrations based on their authentic concerns and community experiences. Implications on how DMC can be used to facilitate students’ CP in language curricula are discussed.
{"title":"Facilitating EFL students’ civic participation through digital multimodal composing","authors":"Lianjiang Jiang","doi":"10.1080/07908318.2021.1942032","DOIUrl":"https://doi.org/10.1080/07908318.2021.1942032","url":null,"abstract":"ABSTRACT Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-authored videos, classroom observation, and interviews reveal that the students used DMC for three forms of CP, including advocacy of the sexually discriminated, fundraising efforts for the left-behind children stricken by poverty, and promoting civic learning of disease-related knowledge and protection measures. The findings also reveal that these forms of CP were manifested by the students’ creative remixing of videos and visuals and ingenious layering of student-generated narrations based on their authentic concerns and community experiences. Implications on how DMC can be used to facilitate students’ CP in language curricula are discussed.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"102 - 117"},"PeriodicalIF":3.5,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43149360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.1080/07908318.2021.1960855
Jeannette Sánchez-Naranjo
ABSTRACT Recent scholarship in professional development (PD) has advocated for solid conceptual frameworks and understanding of the complex process involved in how language educators may continue to develop and fulfil the current challenging teaching demands. However, specific relationships underlying departmental cultures and how language educators relate to professional development activities are not completely understood, particularly in large programmes implementing curricular reforms. This paper reports on the outcomes of a PD programme framed within three main notions of sociocultural theory (learning by doing, scaffolding and collaboration) and designed to support a language programme reform in higher education in the United States. Drawing from observation and PD programme data, findings indicate that beyond the expertise and open spaces to participate, language educators need to be engaged in content meaningful to them and manageable within the context of their second language teaching practices. The embeddedness of individual acts of both teaching and reflection about it becomes the bedrock for significant PD and is fundamental to transform language teaching practices.
{"title":"Departmental culture and professional development in the context of language programme reform","authors":"Jeannette Sánchez-Naranjo","doi":"10.1080/07908318.2021.1960855","DOIUrl":"https://doi.org/10.1080/07908318.2021.1960855","url":null,"abstract":"ABSTRACT Recent scholarship in professional development (PD) has advocated for solid conceptual frameworks and understanding of the complex process involved in how language educators may continue to develop and fulfil the current challenging teaching demands. However, specific relationships underlying departmental cultures and how language educators relate to professional development activities are not completely understood, particularly in large programmes implementing curricular reforms. This paper reports on the outcomes of a PD programme framed within three main notions of sociocultural theory (learning by doing, scaffolding and collaboration) and designed to support a language programme reform in higher education in the United States. Drawing from observation and PD programme data, findings indicate that beyond the expertise and open spaces to participate, language educators need to be engaged in content meaningful to them and manageable within the context of their second language teaching practices. The embeddedness of individual acts of both teaching and reflection about it becomes the bedrock for significant PD and is fundamental to transform language teaching practices.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"167 - 183"},"PeriodicalIF":3.5,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2021.1960855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41453208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-28DOI: 10.1080/07908318.2021.1958832
Leechin Heng, H. Yeh
ABSTRACT Developing curricula that responds to the demand for internationalisation in higher education institutions (HEIs) has been gaining wide attention around the world. Taiwan, a country that houses more than 100 HEIs, is a keen member in joining the bandwagon of academic internationalisation. This paper explores the learning process and perceived benefits, as narrated by students from one HEI course, directed at developing students’ local cultural knowledge and global competencies, such as English and technological proficiency, through the means of video-making. An added objective of the course was for students to enter their completed videos to the Bilingual Video Competition hosted by a national university in central Taiwan. Findings from the study demonstrated that through the course, students have not only gained a stronger foothold of their cultural identity and English and digital literacy skills, but the process of the project has also led them to become more agentic and to recognise the importance of team work and collaboration. Suggestions for future studies will be discussed.
{"title":"Interweaving local cultural knowledge with global competencies in one higher education course: an internationalisation perspective","authors":"Leechin Heng, H. Yeh","doi":"10.1080/07908318.2021.1958832","DOIUrl":"https://doi.org/10.1080/07908318.2021.1958832","url":null,"abstract":"ABSTRACT Developing curricula that responds to the demand for internationalisation in higher education institutions (HEIs) has been gaining wide attention around the world. Taiwan, a country that houses more than 100 HEIs, is a keen member in joining the bandwagon of academic internationalisation. This paper explores the learning process and perceived benefits, as narrated by students from one HEI course, directed at developing students’ local cultural knowledge and global competencies, such as English and technological proficiency, through the means of video-making. An added objective of the course was for students to enter their completed videos to the Bilingual Video Competition hosted by a national university in central Taiwan. Findings from the study demonstrated that through the course, students have not only gained a stronger foothold of their cultural identity and English and digital literacy skills, but the process of the project has also led them to become more agentic and to recognise the importance of team work and collaboration. Suggestions for future studies will be discussed.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"151 - 166"},"PeriodicalIF":3.5,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2021.1958832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43095164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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