Joseph Siegel, Beyza Björkman Nylén, Masako Kumazawa, Damon Brewster
This paper examines student experiences of English Medium Instruction (EMI) in two distinct geographic and sociolinguistic contexts: Japan and Sweden. Interviews with 24 EMI students in both countries were conducted to better understand how sociolinguistic factors within each environment may impact student learning. These factors included the role of English in the surrounding society, national-level policies, second language English proficiency level, and views on the use of English in the EMI classroom. Student voices from both contexts articulated similar as well as divergent experiences. Despite clear socio-educational distinctions, students in both contexts had similar emotional responses and observations during their EMI experiences. However, they displayed different purposes for enrolling in EMI programs and distinctive attitudes toward the use of their first language. They also provided insights into EMI’s role in relation to broader internationalization efforts. On the basis of the interview analysis, the paper closes with a discussion of EMI implementation in Japan in terms of insights from a Swedish-based model at micro and macro levels. 本論では、日本とスウェーデンという地理的、社会言語的に異なるコンテクストにおいて、非英語圏での英語による専門科目（EMI）を学生がどのように経験しているのかを比較し検証する。24名の大学生へのインタビューを実施し、それぞれの環境における社会言語学的要因が学習にどのような影響を与えるかを調査した。これらの要因には、社会における英語の役割、国家レベルの政策、第二言語である英語の習熟度、EMI授業内での英語使用に対する見解などが含まれていた。両方のコンテクストからの学生の声には類似した経験だけでなく、異なる経験もはっきりと表れていた。社会教育上の明確な違いがあるにも関わらず、両国の学生のEMIに対する感情的な反応や受け取り方には共通点が見られた。一方、EMIプログラムで学ぶ目的やEMIにおける母語の使用に対する見解には相違がみられた。またEMIがより広い意味での国際化への取り組みに果たす役割についての意見も得られた。さらに、インタビューデータの分析に基づき、ミクロ（授業）およびマクロ（政策）レベルにおいて、スウェーデンのEMIのモデルから、日本におけるEMIの実施にどのような示唆が得られるのかを論ずる。
{"title":"Similarities and Differences Between EMI Students’ Experiences in Japan and Sweden","authors":"Joseph Siegel, Beyza Björkman Nylén, Masako Kumazawa, Damon Brewster","doi":"10.37546/jalttlt48.4-1","DOIUrl":"https://doi.org/10.37546/jalttlt48.4-1","url":null,"abstract":"This paper examines student experiences of English Medium Instruction (EMI) in two distinct geographic and sociolinguistic contexts: Japan and Sweden. Interviews with 24 EMI students in both countries were conducted to better understand how sociolinguistic factors within each environment may impact student learning. These factors included the role of English in the surrounding society, national-level policies, second language English proficiency level, and views on the use of English in the EMI classroom. Student voices from both contexts articulated similar as well as divergent experiences. Despite clear socio-educational distinctions, students in both contexts had similar emotional responses and observations during their EMI experiences. However, they displayed different purposes for enrolling in EMI programs and distinctive attitudes toward the use of their first language. They also provided insights into EMI’s role in relation to broader internationalization efforts. On the basis of the interview analysis, the paper closes with a discussion of EMI implementation in Japan in terms of insights from a Swedish-based model at micro and macro levels. 本論では、日本とスウェーデンという地理的、社会言語的に異なるコンテクストにおいて、非英語圏での英語による専門科目（EMI）を学生がどのように経験しているのかを比較し検証する。24名の大学生へのインタビューを実施し、それぞれの環境における社会言語学的要因が学習にどのような影響を与えるかを調査した。これらの要因には、社会における英語の役割、国家レベルの政策、第二言語である英語の習熟度、EMI授業内での英語使用に対する見解などが含まれていた。両方のコンテクストからの学生の声には類似した経験だけでなく、異なる経験もはっきりと表れていた。社会教育上の明確な違いがあるにも関わらず、両国の学生のEMIに対する感情的な反応や受け取り方には共通点が見られた。一方、EMIプログラムで学ぶ目的やEMIにおける母語の使用に対する見解には相違がみられた。またEMIがより広い意味での国際化への取り組みに果たす役割についての意見も得られた。さらに、インタビューデータの分析に基づき、ミクロ（授業）およびマクロ（政策）レベルにおいて、スウェーデンのEMIのモデルから、日本におけるEMIの実施にどのような示唆が得られるのかを論ずる。","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"77 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141696063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As many students at international universities in Japan find it difficult to make friends outside of their own linguistic groups, this paper discusses a project involving two linked initiatives with different approaches to using social media to encourage connections between international and domestic students. It describes the impetus behind the project, the rationales for each of the two approaches, the methods that each used, and their results. Although it was beyond the scope of this project to determine whether it led to any improvement in connections, several positive outcomes emerged. These included student validation of the need for such interventions, the creation of engaging content, and valuable insights into the effectiveness of different strategies for conducting such a project. The paper concludes with practical suggestions for future efforts to foster connections between international and domestic students. 日本の国際大学で学ぶ学生の多くは、自身の言語コミュニティの外で友人を作ることが困難であると感じている。本稿は、留学生と国内学生のつながりを深めるために、ソーシャルメディアを活用して行った2つの取り組みについて報告する。主に、プロジェクトの背景、各アプローチの理論的根拠、それぞれの試みで用いた方法と結果について述べる。プロジェクトにより学生間のつながりが促進されたかどうかについては今後検証が必要だが、いくつかの肯定的な結果が得られた。これらの結果には、学生がこのようなプロジェクトによる介入の必要性を認識していること、魅力的なコンテンツを構築すること、プロジェクトを推進するにあたり異なる手法が効果的であろうという重要な洞察が含まれている。最後に、留学生と国内学生のつながりを今後促進させていくための実践的な方法を提案する。
{"title":"Intercultural Interactions in Higher Education: Challenges, Innovations, and Lessons Learned in a Japanese Context","authors":"Andrew MacMahon, Benjamin Rentler, Eri Yoshimura","doi":"10.37546/jalttlt48.4-2","DOIUrl":"https://doi.org/10.37546/jalttlt48.4-2","url":null,"abstract":"As many students at international universities in Japan find it difficult to make friends outside of their own linguistic groups, this paper discusses a project involving two linked initiatives with different approaches to using social media to encourage connections between international and domestic students. It describes the impetus behind the project, the rationales for each of the two approaches, the methods that each used, and their results. Although it was beyond the scope of this project to determine whether it led to any improvement in connections, several positive outcomes emerged. These included student validation of the need for such interventions, the creation of engaging content, and valuable insights into the effectiveness of different strategies for conducting such a project. The paper concludes with practical suggestions for future efforts to foster connections between international and domestic students. 日本の国際大学で学ぶ学生の多くは、自身の言語コミュニティの外で友人を作ることが困難であると感じている。本稿は、留学生と国内学生のつながりを深めるために、ソーシャルメディアを活用して行った2つの取り組みについて報告する。主に、プロジェクトの背景、各アプローチの理論的根拠、それぞれの試みで用いた方法と結果について述べる。プロジェクトにより学生間のつながりが促進されたかどうかについては今後検証が必要だが、いくつかの肯定的な結果が得られた。これらの結果には、学生がこのようなプロジェクトによる介入の必要性を認識していること、魅力的なコンテンツを構築すること、プロジェクトを推進するにあたり異なる手法が効果的であろうという重要な洞察が含まれている。最後に、留学生と国内学生のつながりを今後促進させていくための実践的な方法を提案する。","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"3 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141704839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a context where enhancing career options and economic welfare are increasingly important, many teachers view gaining a PhD as key to cultivating competitive advantage. However, traditional PhD programs are often perceived as inaccessible, and numerous misconceptions surrounding PhD-by-Publication programs remain, especially with regard to what examiners will accept as equivalent to a traditional thesis and what topics and students the programs are suitable for. To address these misconceptions, this article focuses on the retrospective route to completing a PhD by Publication. I reflect on my experiences of completing such a program, outline the process I undertook to obtain the PhD, and add my own perspective to the wider discussion. It is hoped that this short article will help improve understanding of the current contextual factors that shape the retrospective PhD by Publication and encourage others to consider undertaking similar projects and share their own experiences. キャリアの選択肢の拡大と経済的福祉水準の向上がますます重要になっている状況で、多くの教員は博士号の取得が競争上の優位性を培う鍵となると考えている。 しかし、従来の博士課程は敷居が高いものであると認識されることが多く、論文博士号取得プログラムを巡っては、特に審査官が何を従来の論文と同等のものとして認識するのか、そのプログラムがどのようなテーマや学生に適しているのかという点に関して、多くの誤解が依然として残っている。本論では、これらの誤解に対処するために、遡及的に論文博士号を取得する道をたどることに焦点を当てている。このようなプログラムを修了した自身の経験を振り返り、博士号を取得するために取り込んだ過程を概説し、より幅広い議論に自身の視点を加えている。この論考が、遡及的論文博士号を形成する現在の状況要因への理解を深め、人々が同様のプロジェクトに取り組むことを検討し、自分達の経験を共有することを奨励するのに役立つことを願う。
{"title":"Reflections on a Retrospective PhD-by-Publication Journey","authors":"James Bury","doi":"10.37546/jalttlt48.3-2","DOIUrl":"https://doi.org/10.37546/jalttlt48.3-2","url":null,"abstract":"In a context where enhancing career options and economic welfare are increasingly important, many teachers view gaining a PhD as key to cultivating competitive advantage. However, traditional PhD programs are often perceived as inaccessible, and numerous misconceptions surrounding PhD-by-Publication programs remain, especially with regard to what examiners will accept as equivalent to a traditional thesis and what topics and students the programs are suitable for. To address these misconceptions, this article focuses on the retrospective route to completing a PhD by Publication. I reflect on my experiences of completing such a program, outline the process I undertook to obtain the PhD, and add my own perspective to the wider discussion. It is hoped that this short article will help improve understanding of the current contextual factors that shape the retrospective PhD by Publication and encourage others to consider undertaking similar projects and share their own experiences. キャリアの選択肢の拡大と経済的福祉水準の向上がますます重要になっている状況で、多くの教員は博士号の取得が競争上の優位性を培う鍵となると考えている。 しかし、従来の博士課程は敷居が高いものであると認識されることが多く、論文博士号取得プログラムを巡っては、特に審査官が何を従来の論文と同等のものとして認識するのか、そのプログラムがどのようなテーマや学生に適しているのかという点に関して、多くの誤解が依然として残っている。本論では、これらの誤解に対処するために、遡及的に論文博士号を取得する道をたどることに焦点を当てている。このようなプログラムを修了した自身の経験を振り返り、博士号を取得するために取り込んだ過程を概説し、より幅広い議論に自身の視点を加えている。この論考が、遡及的論文博士号を形成する現在の状況要因への理解を深め、人々が同様のプロジェクトに取り組むことを検討し、自分達の経験を共有することを奨励するのに役立つことを願う。","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"21 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141052864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous research has shown a small to moderate but robust effect of working memory (WM) on both first language (L1) and second language (L2) learning and comprehension. However, few studies have addressed the relationship between WM and vocabulary learning in a naturalistic (classroom) setting. In this study, we report on a multi-site experiment that assessed the effect of WM capacity on L2 vocabulary learning. The target items were embedded in a highly supportive learning context which included both input and output activities. Immediate and delayed posttests showed that even under such conditions, WM was positively associated with vocabulary learning outcomes. These results extend findings that WM influences initial word learning (e.g., Martin & Ellis, 2012). In contrast with the findings of Yang et al. (2017), the association between WM and vocabulary learning remained at delayed posttest, suggesting that WM may affect retention as well as learning rate. 先行研究によると、ワーキングメモリ（WM）は第一言語（L1）および第二言語（L2）の学習と理解の両方に対して、小から中程度ながら確たる効果を持っていることが示されている。しかし、教室などの自然な授業環境でWMと語彙学習との関係を扱った研究はほとんどない。本研究では、L2の語彙学習に対するWM容量の影響を評価するため、多地点で行われた実験の１つを報告する。対象となる項目は、インプットとアウトプットの活動を含む高度に支援的な学習コンテクスト内に組み込まれており、このような条件下でも、WMは語彙学習の成果と正の相関があることが、直後テストと遅延事後テストによって示された。これらの結果は、WMが初期の単語学習に影響を与えるという研究結果（Martin & Ellis, 2012）をさらに発展させるものである。また、Yang et al.（2017）の調査結果とは対照的に、WMと語彙学習との関連性は遅延事後のテストでも維持された。このことは、WMが学習速度のみならず記憶保持にも影響を与える可能性があることを示唆している。
{"title":"The Effect of Working Memory Capacity on Instructed Vocabulary Learning","authors":"Caroline Handley, Michael Kelland","doi":"10.37546/jalttlt48.3-1","DOIUrl":"https://doi.org/10.37546/jalttlt48.3-1","url":null,"abstract":"Previous research has shown a small to moderate but robust effect of working memory (WM) on both first language (L1) and second language (L2) learning and comprehension. However, few studies have addressed the relationship between WM and vocabulary learning in a naturalistic (classroom) setting. In this study, we report on a multi-site experiment that assessed the effect of WM capacity on L2 vocabulary learning. The target items were embedded in a highly supportive learning context which included both input and output activities. Immediate and delayed posttests showed that even under such conditions, WM was positively associated with vocabulary learning outcomes. These results extend findings that WM influences initial word learning (e.g., Martin & Ellis, 2012). In contrast with the findings of Yang et al. (2017), the association between WM and vocabulary learning remained at delayed posttest, suggesting that WM may affect retention as well as learning rate. 先行研究によると、ワーキングメモリ（WM）は第一言語（L1）および第二言語（L2）の学習と理解の両方に対して、小から中程度ながら確たる効果を持っていることが示されている。しかし、教室などの自然な授業環境でWMと語彙学習との関係を扱った研究はほとんどない。本研究では、L2の語彙学習に対するWM容量の影響を評価するため、多地点で行われた実験の１つを報告する。対象となる項目は、インプットとアウトプットの活動を含む高度に支援的な学習コンテクスト内に組み込まれており、このような条件下でも、WMは語彙学習の成果と正の相関があることが、直後テストと遅延事後テストによって示された。これらの結果は、WMが初期の単語学習に影響を与えるという研究結果（Martin & Ellis, 2012）をさらに発展させるものである。また、Yang et al.（2017）の調査結果とは対照的に、WMと語彙学習との関連性は遅延事後のテストでも維持された。このことは、WMが学習速度のみならず記憶保持にも影響を与える可能性があることを示唆している。","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"227 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141056193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on why people choose to pursue teaching careers has focused on a variety of factors related to recruitment and retention. For language teacher trainers, however, a potentially more insightful approach involves examining the discourse that preservice teachers (PSTs) use to discuss career decisions. This paper presents an analysis of narratives that Japanese PSTs used to explain why they wanted to become public school teachers. Data are drawn from a larger study of narrative inquiry as a tool for reflection in a language teaching methodology course and include texts written during the course and interviews conducted afterward. Using a framework that connects specific narrative elements (people, places, times) to wider contexts, the study reveals how PSTs relate career decisions to a dynamic and evolving sense of identity. This has implications for teacher trainers and programs, suggesting in particular the value of engaging PSTs in critical reflection on career plans. 教職キャリアの選択についての先行研究は、採用や定着に関連する様々な要因に焦点を当ててきた。しかし、語学の教員養成者にとって、教育実習生(PST)がキャリアの決定について話し合う際に使用する談話を調べることがより洞察的なアプローチであろう。本研究の目的は、教員養成課程の学生が公立の学校の教師を目指す理由を説明するためのナラティブを分析することである。データは、英語教育法を受講した学生の振り返りのツールとして、大規模なナラティブ研究から抽出されたもので、授業のために書いた課題やその後のインタビューが含まれている。本研究では、ナラティブの要素（人物、場所、時間）を社会的背景に結びつける分析法を用いて、教育実習生が教職の選択を動的で進化する個々のアイデンティティの感覚にどのように関連付けているのかを探求する。結果は、特に教員を目指す学生が自身のキャリア選択について批判的に考えることの価値を示唆しており、教員養成者と課程にとって意義を与えるものである。
{"title":"Inspired Teachers: A Narrative Perspective on Preservice English Teachers’ Career Choices","authors":"Peter Clements","doi":"10.37546/jalttlt48.1-1","DOIUrl":"https://doi.org/10.37546/jalttlt48.1-1","url":null,"abstract":"Research on why people choose to pursue teaching careers has focused on a variety of factors related to recruitment and retention. For language teacher trainers, however, a potentially more insightful approach involves examining the discourse that preservice teachers (PSTs) use to discuss career decisions. This paper presents an analysis of narratives that Japanese PSTs used to explain why they wanted to become public school teachers. Data are drawn from a larger study of narrative inquiry as a tool for reflection in a language teaching methodology course and include texts written during the course and interviews conducted afterward. Using a framework that connects specific narrative elements (people, places, times) to wider contexts, the study reveals how PSTs relate career decisions to a dynamic and evolving sense of identity. This has implications for teacher trainers and programs, suggesting in particular the value of engaging PSTs in critical reflection on career plans. 教職キャリアの選択についての先行研究は、採用や定着に関連する様々な要因に焦点を当ててきた。しかし、語学の教員養成者にとって、教育実習生(PST)がキャリアの決定について話し合う際に使用する談話を調べることがより洞察的なアプローチであろう。本研究の目的は、教員養成課程の学生が公立の学校の教師を目指す理由を説明するためのナラティブを分析することである。データは、英語教育法を受講した学生の振り返りのツールとして、大規模なナラティブ研究から抽出されたもので、授業のために書いた課題やその後のインタビューが含まれている。本研究では、ナラティブの要素（人物、場所、時間）を社会的背景に結びつける分析法を用いて、教育実習生が教職の選択を動的で進化する個々のアイデンティティの感覚にどのように関連付けているのかを探求する。結果は、特に教員を目指す学生が自身のキャリア選択について批判的に考えることの価値を示唆しており、教員養成者と課程にとって意義を与えるものである。","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"63 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of students’ L1 in the EFL classroom is an area of ongoing debate. This study investigated teachers’ and students’ attitudes towards the use of Japanese and English in Japanese high school English language classes. Twelve Japanese teachers of English (JTE) and 179 Japanese high school students participated in the study. The participants reported that most of their classes were conducted predominantly in Japanese. Both the JTEs and students expressed their belief in the necessity for Japanese use in class, especially for grammar or vocabulary explanations. However, most participants stated that English should be used for 50-70% of class time. This study also revealed that most of the JTEs did not consciously think about language choices when preparing for class. EFLクラスルームでの学習者のL1使用は賛否両論ある議題といえる。本研究では、日本の高等学校における英語授業での日本語と英語の使用に関する生徒および教師の認知を調査した。12人の日本人英語教師(JTE)および179人の高校生が調査に参加した。調査参加者は授業の大半は主に日本語で行われていると答えた。JTEと生徒は日本語使用の必要性を表明しており、特に文法や語彙の説明などにおける日本語使用を求めていた。しかしながら、授業時間の50～70％ほどは英語が使用されるべきだと考える声が大半であった。また、日本人英語教師の多くは、授業準備の際に、言語選択に関しては意識的に考慮していないことが明らかになった。
{"title":"Japanese Teachers’ and Students’ Perceptions of Using Japanese and English in High School English Classes","authors":"Sara Kawabata","doi":"10.37546/jalttlt48.1-2","DOIUrl":"https://doi.org/10.37546/jalttlt48.1-2","url":null,"abstract":"The use of students’ L1 in the EFL classroom is an area of ongoing debate. This study investigated teachers’ and students’ attitudes towards the use of Japanese and English in Japanese high school English language classes. Twelve Japanese teachers of English (JTE) and 179 Japanese high school students participated in the study. The participants reported that most of their classes were conducted predominantly in Japanese. Both the JTEs and students expressed their belief in the necessity for Japanese use in class, especially for grammar or vocabulary explanations. However, most participants stated that English should be used for 50-70% of class time. This study also revealed that most of the JTEs did not consciously think about language choices when preparing for class. EFLクラスルームでの学習者のL1使用は賛否両論ある議題といえる。本研究では、日本の高等学校における英語授業での日本語と英語の使用に関する生徒および教師の認知を調査した。12人の日本人英語教師(JTE)および179人の高校生が調査に参加した。調査参加者は授業の大半は主に日本語で行われていると答えた。JTEと生徒は日本語使用の必要性を表明しており、特に文法や語彙の説明などにおける日本語使用を求めていた。しかしながら、授業時間の50～70％ほどは英語が使用されるべきだと考える声が大半であった。また、日本人英語教師の多くは、授業準備の際に、言語選択に関しては意識的に考慮していないことが明らかになった。","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"45 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world today is facing trying times with democracy in crisis around the world, extreme weather events, and state fragility coming on the heels of a global pandemic. However, crises have been the driving force in the evolution of human society. The problems confronting us today cannot be resolved by one organization or one country alone. What is needed is effective communication among peoples, groups, and countries. Even with technological advances in machine translation and AI tools, we as language teachers have much that we can do. This talk will suggest the importance of building social capital through communication, present evidence-based education concepts for efficient teaching, and examine how to work with Gen Z students. Education for a VUCA world of volatility, uncertainty, complexity and ambiguity (Bennett & Lemoine, 2014) must prepare students to learn how to take charge of their own learning experiences and thus develop a growth mindset to embark on a never-ending life-long adventure of learning. They can thus contribute to social capital and a better human society.
{"title":"Thoughts on Growth Mindset in Language Education","authors":"J. Noguchi","doi":"10.37546/jalttlt47.5-2","DOIUrl":"https://doi.org/10.37546/jalttlt47.5-2","url":null,"abstract":"The world today is facing trying times with democracy in crisis around the world, extreme weather events, and state fragility coming on the heels of a global pandemic. However, crises have been the driving force in the evolution of human society. The problems confronting us today cannot be resolved by one organization or one country alone. What is needed is effective communication among peoples, groups, and countries. Even with technological advances in machine translation and AI tools, we as language teachers have much that we can do. This talk will suggest the importance of building social capital through communication, present evidence-based education concepts for efficient teaching, and examine how to work with Gen Z students. Education for a VUCA world of volatility, uncertainty, complexity and ambiguity (Bennett & Lemoine, 2014) must prepare students to learn how to take charge of their own learning experiences and thus develop a growth mindset to embark on a never-ending life-long adventure of learning. They can thus contribute to social capital and a better human society.","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129386554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Playing for Success: How Smart Gamification Nurtures a Growth Mindset in Education","authors":"Septina Nur Iswanti","doi":"10.37546/jalttlt47.5-4","DOIUrl":"https://doi.org/10.37546/jalttlt47.5-4","url":null,"abstract":"","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130120605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How can we nurture a growth mindset in our classrooms? What “seeds” do we need to plant? How can we create nutrient-rich “soil” for these seeds to grow in? What extra support do we need to give our “seeds” so that they will blossom into life-long learners? As teachers, we become the “gardeners” of our classrooms. Our students come to us with a variety of needs and require different amounts of time to grow. It is our challenge to help each student blossom. We need tools and strategies to help our students develop a growth mindset. In many classrooms, we can find examples of both fixed mindset and growth mindset. By being able to identify these mindsets, we can tailor our classroom language by teaching phrases such as, “I’m not able to do this . . . yet.” By being aware of the types of feedback we give students, we can support their growth as confident, independent learners. We can create an environment where students are ready to embrace challenges.
{"title":"Thoughts About Growth Mindset","authors":"Kathleen Kampa","doi":"10.37546/jalttlt47.5-3","DOIUrl":"https://doi.org/10.37546/jalttlt47.5-3","url":null,"abstract":"How can we nurture a growth mindset in our classrooms? What “seeds” do we need to plant? How can we create nutrient-rich “soil” for these seeds to grow in? What extra support do we need to give our “seeds” so that they will blossom into life-long learners? As teachers, we become the “gardeners” of our classrooms. Our students come to us with a variety of needs and require different amounts of time to grow. It is our challenge to help each student blossom. We need tools and strategies to help our students develop a growth mindset. In many classrooms, we can find examples of both fixed mindset and growth mindset. By being able to identify these mindsets, we can tailor our classroom language by teaching phrases such as, “I’m not able to do this . . . yet.” By being aware of the types of feedback we give students, we can support their growth as confident, independent learners. We can create an environment where students are ready to embrace challenges.","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132917422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher identity refers to how teachers see themselves as teachers and how others see them as teachers. A teacher growth mindset refers to a teacher’s belief system that sees professional learning as a possibility, even in the face of challenges and disruptions. In this presentation, I outline what teacher identity means, and why it is important for teachers to know about their changing identities in the contexts in which they work. I also suggest narrative ways of exploring those identities – that is, to generate and understand teachers’ identity stories. I then briefly describe what mindsets are and share several stories told by teachers and teacher educators that reveal how their identities and their mindsets interconnect. I show how this interconnection does not always reveal a growth mindset or a belief in learning. To try to explain this situation, I present a professional development framework consisting of a number of interrelated mindset continua that aims to achieve, through teacher narrative inquiry, some sort of equilibrium or stability in the lives of hard-working teachers.
{"title":"Language Teacher Mindset and Teacher Identity","authors":"Gary Barkuizen","doi":"10.37546/jalttlt47.5-1","DOIUrl":"https://doi.org/10.37546/jalttlt47.5-1","url":null,"abstract":"Teacher identity refers to how teachers see themselves as teachers and how others see them as teachers. A teacher growth mindset refers to a teacher’s belief system that sees professional learning as a possibility, even in the face of challenges and disruptions. In this presentation, I outline what teacher identity means, and why it is important for teachers to know about their changing identities in the contexts in which they work. I also suggest narrative ways of exploring those identities – that is, to generate and understand teachers’ identity stories. I then briefly describe what mindsets are and share several stories told by teachers and teacher educators that reveal how their identities and their mindsets interconnect. I show how this interconnection does not always reveal a growth mindset or a belief in learning. To try to explain this situation, I present a professional development framework consisting of a number of interrelated mindset continua that aims to achieve, through teacher narrative inquiry, some sort of equilibrium or stability in the lives of hard-working teachers.","PeriodicalId":194030,"journal":{"name":"The Language Teacher","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124621198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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