This study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers' practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a self-suggestion training class to enhance their emotional and cognitive experiences. To understand teachers' emotional state, pre-intervention interviews were used, and post-intervention interviews were employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers' emotions, cognitions, and practices was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed.
{"title":"Incorporating hypnotic suggestion into teacher education programs","authors":"Farshad Ghasemi","doi":"10.29140/ajal.v2n3.174","DOIUrl":"https://doi.org/10.29140/ajal.v2n3.174","url":null,"abstract":"This study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers' practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a self-suggestion training class to enhance their emotional and cognitive experiences. To understand teachers' emotional state, pre-intervention interviews were used, and post-intervention interviews were employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers' emotions, cognitions, and practices was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122139659","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}
Since 2002, which marks the end of the Civil War in Angola, a large multilingual and multicultural workforce from various corners of the world has entered the Angolan education system. This paper investigates language barriers experienced in the classroom of Spanish speaking lecturers by Portuguese speaking students. The study focuses on a group of 81 first year students enrolled at the Pedagogic School of Namibe (Universidade Mandume Ya Ndemufayo) and the Institute of Higher Education Gregorio Semedo. Using questionnaires and observation techniques, the article shows how Spanish poses a language barrier to efficient communication in the teaching-learning process. It also shows that students employ various strategies; from asking help from fellow colleagues to recording lectures, in order to comprehend the lecturers’ explanation. Given that the Angolan higher education system hosts a great number of foreign lecturers, largely from Cuba, the paper recommends that restricted language measures should be employed when hiring foreign lecturers who are not proficient in Portuguese. Hence Portuguese language training should be provided to Spanish lecturers for at least one year prior to the commencement of lecturing; this intervention will lower language barriers and thus create a conducive environment for meaningful learning.
自2002年安哥拉内战结束以来，来自世界各地的大量多语种、多文化劳动力进入了安哥拉的教育体系。本文调查了葡萄牙语学生在西班牙语讲师课堂上遇到的语言障碍。这项研究的重点是在纳米贝师范学院(universsidade Mandume Ya Ndemufayo)和高等教育学院Gregorio Semedo注册的81名一年级学生。本文采用问卷调查和观察的方法，展示了西班牙语在教学过程中如何构成有效沟通的语言障碍。研究还表明，学生使用了多种策略;从向同事寻求帮助到录制讲座，以便理解讲师的解释。鉴于安哥拉高等教育系统拥有大量外国讲师，其中大部分来自古巴，该文件建议在雇用不精通葡萄牙语的外国讲师时应采用限制性语言措施。因此，西班牙语讲师应在开课前至少接受一年的葡萄牙语培训;这种干预将降低语言障碍，从而为有意义的学习创造有利的环境。
{"title":"Entangled in two Romance languages: Experiencing language barriers in higher education","authors":"Dinis Fernando da Costa","doi":"10.29140/ajal.v4n2.508","DOIUrl":"https://doi.org/10.29140/ajal.v4n2.508","url":null,"abstract":"Since 2002, which marks the end of the Civil War in Angola, a large multilingual and multicultural workforce from various corners of the world has entered the Angolan education system. This paper investigates language barriers experienced in the classroom of Spanish speaking lecturers by Portuguese speaking students. The study focuses on a group of 81 first year students enrolled at the Pedagogic School of Namibe (Universidade Mandume Ya Ndemufayo) and the Institute of Higher Education Gregorio Semedo. Using questionnaires and observation techniques, the article shows how Spanish poses a language barrier to efficient communication in the teaching-learning process. It also shows that students employ various strategies; from asking help from fellow colleagues to recording lectures, in order to comprehend the lecturers’ explanation. Given that the Angolan higher education system hosts a great number of foreign lecturers, largely from Cuba, the paper recommends that restricted language measures should be employed when hiring foreign lecturers who are not proficient in Portuguese. Hence Portuguese language training should be provided to Spanish lecturers for at least one year prior to the commencement of lecturing; this intervention will lower language barriers and thus create a conducive environment for meaningful learning.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"547 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125715651","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}
We propose a previously unexamined factor instrumental in learning vocabulary accounting for the differences between learning a native and a foreign language: the development of critical thinking in adolescence. We hypothesize that the difficulties experienced in foreign vocabulary development result from the learner’s readiness to question new information. Following Gilbert’s (1991) claim that rigorous critical thought is the last to emerge and children are prone to accept propositions uncritically, we suggest that it is to this absence of doubt that children owe their success in remembering lexical items after a single exposure, a phenomenon referred to as fast mapping. The rationale is that the mental belief systems are memory’s filtering mechanism for what to retain: information labelled as questionable is allowed to decay without being granted access to long-term memory. We present the results of an experiment suggesting that memory of new language forms is enhanced by the learner’s conviction in their validity.
{"title":"To the best of my memory and belief: Learning new language forms","authors":"Konrad Szcześniak, Hanna Sitter","doi":"10.29140/ajal.v4n1.376","DOIUrl":"https://doi.org/10.29140/ajal.v4n1.376","url":null,"abstract":"We propose a previously unexamined factor instrumental in learning vocabulary accounting for the differences between learning a native and a foreign language: the development of critical thinking in adolescence. We hypothesize that the difficulties experienced in foreign vocabulary development result from the learner’s readiness to question new information. Following Gilbert’s (1991) claim that rigorous critical thought is the last to emerge and children are prone to accept propositions uncritically, we suggest that it is to this absence of doubt that children owe their success in remembering lexical items after a single exposure, a phenomenon referred to as fast mapping. The rationale is that the mental belief systems are memory’s filtering mechanism for what to retain: information labelled as questionable is allowed to decay without being granted access to long-term memory. We present the results of an experiment suggesting that memory of new language forms is enhanced by the learner’s conviction in their validity.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115873050","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}
Human language is a very complex phenomenon that is living, breathing, and shapeshifting. As maintained by Elaine Chaika (1994), who gives a thorough explanation of the complexity of language and its uses, “Human language is multilayered.” It is composed of a system of meaningless elements that combine rules into meaningful structures. Sounds, meaningless in themselves, form meaningful words or parts of words. These words combine by rules into sentences, and sentences combine into discourses, including conversation, books, speeches, essays, and other connected sentences. Each level has its elements and rules for use, and each also relates to other levels, also by rule” (p. 7). Being multilayered, similar to a Russian nesting doll, makes language potentially complex in terms of learning and teaching. Teaching Language and Content in Multicultural and Multilingual Classrooms edited by María Luisa Carrió-Pastor and Begoña Bellés-Fortuño takes a stab at this very concept of multilayeredness. Whereas considering and evaluating the similarities and dissimilarities between Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), this edited book peels back every single layer of language teaching in multilingual and multicultural classrooms and does it best to demystify the terms and their implications for classroom practice. The chosen explanatory point of view permits grasping wide perspectives of content-based education, counting institutional contexts of teaching and learning, language educator backgrounds, societal approaches, CLIL and EMI practices and their benefits to
{"title":"Book review: Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches","authors":"Victoria Tuzlukova","doi":"10.29140/ajal.v4n2.516","DOIUrl":"https://doi.org/10.29140/ajal.v4n2.516","url":null,"abstract":"Human language is a very complex phenomenon that is living, breathing, and shapeshifting. As maintained by Elaine Chaika (1994), who gives a thorough explanation of the complexity of language and its uses, “Human language is multilayered.” It is composed of a system of meaningless elements that combine rules into meaningful structures. Sounds, meaningless in themselves, form meaningful words or parts of words. These words combine by rules into sentences, and sentences combine into discourses, including conversation, books, speeches, essays, and other connected sentences. Each level has its elements and rules for use, and each also relates to other levels, also by rule” (p. 7). Being multilayered, similar to a Russian nesting doll, makes language potentially complex in terms of learning and teaching. Teaching Language and Content in Multicultural and Multilingual Classrooms edited by María Luisa Carrió-Pastor and Begoña Bellés-Fortuño takes a stab at this very concept of multilayeredness. Whereas considering and evaluating the similarities and dissimilarities between Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), this edited book peels back every single layer of language teaching in multilingual and multicultural classrooms and does it best to demystify the terms and their implications for classroom practice. The chosen explanatory point of view permits grasping wide perspectives of content-based education, counting institutional contexts of teaching and learning, language educator backgrounds, societal approaches, CLIL and EMI practices and their benefits to","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132548241","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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