Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.13
Edlynne Fabian-Perona
Language is an essential component of education as a means of communication and a vehicle for personal and social development. Therefore, it is essential to recognize language's role in education and promote linguistic diversity and inclusivity in the classroom. We, as educators, are frequently aware of students' activities involving linguistic variation, but we need to pay attention to the uncovered aspects. This paper is based on direct observations made among multilingual Filipino students from various regions of the Philippine archipelago. Furthermore, the article discusses first-hand observations used to understand the contexts of students' emotions, orientations, and intentions while receiving classroom instruction in the English language. / Keywords: language affective domain, mother tongue, linguistic diversity, classroom instructions, communication
{"title":"Emotions, orientations and intentions for linguistic variations: Guide for language teaching - a report","authors":"Edlynne Fabian-Perona","doi":"10.36534/erlj.2023.01.13","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.13","url":null,"abstract":"Language is an essential component of education as a means of communication and a vehicle for personal and social development. Therefore, it is essential to recognize language's role in education and promote linguistic diversity and inclusivity in the classroom. We, as educators, are frequently aware of students' activities involving linguistic variation, but we need to pay attention to the uncovered aspects. This paper is based on direct observations made among multilingual Filipino students from various regions of the Philippine archipelago. Furthermore, the article discusses first-hand observations used to understand the contexts of students' emotions, orientations, and intentions while receiving classroom instruction in the English language. / Keywords: language affective domain, mother tongue, linguistic diversity, classroom instructions, communication","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117351497","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.01
Anita Bright, Mary Goodrich, Caroline Purcell, Kimberly Ilosvay
As educators, we recognize the centrality of humanness above and beyond everything else in our professional practice. As such, the affective aspects of instructional engagement rest at the center of language learning and teaching. Through this paper, four educators from the US explore the ways the affective side of language learning and use shows up in their work in Palestine. Drawing from feminist epistemologies, critical race theory, and liberatory practices, the authors trace the trajectories of their professional practices, and explore the ways they learned to center the affective aspects of instruction, leveraging culturally sustaining practices, and highlighting various ways to engage in solidarity. Through four vignettes, set at four distinctly different Palestinian institutions of higher education, each contributor highlights a unique experience that exemplifies centering the affective aspects of language teaching and learning. / Keywords: Palestine, affective, relationships, solidarity, occupation
{"title":"Teaching English in Palestine: Building trusting relationships by centering humanity","authors":"Anita Bright, Mary Goodrich, Caroline Purcell, Kimberly Ilosvay","doi":"10.36534/erlj.2023.01.01","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.01","url":null,"abstract":"As educators, we recognize the centrality of humanness above and beyond everything else in our professional practice. As such, the affective aspects of instructional engagement rest at the center of language learning and teaching. Through this paper, four educators from the US explore the ways the affective side of language learning and use shows up in their work in Palestine. Drawing from feminist epistemologies, critical race theory, and liberatory practices, the authors trace the trajectories of their professional practices, and explore the ways they learned to center the affective aspects of instruction, leveraging culturally sustaining practices, and highlighting various ways to engage in solidarity. Through four vignettes, set at four distinctly different Palestinian institutions of higher education, each contributor highlights a unique experience that exemplifies centering the affective aspects of language teaching and learning. / Keywords: Palestine, affective, relationships, solidarity, occupation","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126581009","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.10
Sladana Maric
This paper reflects on the issues of informal and non-institutional practices of language learning in digital environments. In this qualitative and longitudinal case study, authentic language materials were used by two adult learners for their development of Italian language skills and multilingual competencies through Personal Multilingual Dictionary Design (Italian/English/Greek/Serbian). The authentic materials included three editions (500 episodes) of the most famous show “É sempre mezzogiorno” (“It is Always Noon”) by the Italian public television service “Rai” (2020/2023). The choice of the video materials, as learning materials, was based on the interests and personal preferences of the learners, highly interested, involved and committed to language learning and the development of multilingual literacy. Affective processes underlying the development of multilingual competence through collaborative learning tasks are examined and discussed. In conclusion, several areas of multimodal literacies are highlighted, with potential guidance in envisioning future research processes. / Keywords: authentic video content, informal foreign language learning, Italian language, multilingual competence
本文对数字环境中语言学习的非正式和非机构实践问题进行了反思。在这个定性和纵向的案例研究中，两名成人学习者使用真实的语言材料，通过个人多语言词典设计(意大利语/英语/希腊语/塞尔维亚语)来发展意大利语技能和多语言能力。这些真实资料包括意大利公共电视台“Rai”(2020/2023)最著名的节目“É sempre mezzogiorno”(“永远是中午”)的三个版本(500集)。作为学习材料的视频材料的选择是基于学习者的兴趣和个人喜好，对语言学习和多语素养的发展高度感兴趣，参与和致力于。通过协作学习任务的多语言能力发展的情感过程进行了检查和讨论。最后，强调了多模态素养的几个领域，对展望未来的研究进程具有潜在的指导意义。/关键词:真实视频内容，非正式外语学习，意大利语，多语能力
{"title":"Digitally transformed lifelong multilingual language learning: affective processes underlying the development of multilingual competence","authors":"Sladana Maric","doi":"10.36534/erlj.2023.01.10","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.10","url":null,"abstract":"This paper reflects on the issues of informal and non-institutional practices of language learning in digital environments. In this qualitative and longitudinal case study, authentic language materials were used by two adult learners for their development of Italian language skills and multilingual competencies through Personal Multilingual Dictionary Design (Italian/English/Greek/Serbian). The authentic materials included three editions (500 episodes) of the most famous show “É sempre mezzogiorno” (“It is Always Noon”) by the Italian public television service “Rai” (2020/2023). The choice of the video materials, as learning materials, was based on the interests and personal preferences of the learners, highly interested, involved and committed to language learning and the development of multilingual literacy. Affective processes underlying the development of multilingual competence through collaborative learning tasks are examined and discussed. In conclusion, several areas of multimodal literacies are highlighted, with potential guidance in envisioning future research processes. / Keywords: authentic video content, informal foreign language learning, Italian language, multilingual competence","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127089549","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.08
A. Fekete
The paper examines the impact of language socialization in the context of family, education, and sojourn on multilingual learners’ emotional, psychological, and identity responses to language learning and use. Since language and culture are interwoven in second language acquisition (SLA) (Kramsch, 1998), learners respond to language learning and use on the levels of language and culture, shaping learners’ linguistic, cultural, and social identities on the individual and on the collective levels alike. This classroom research is a qualitative case study involving four cohorts of learners in a multicultural classroom: 1) students having learned English only in the formal context of education, 2) learners having grown up in a multicultural and multilingual environment speaking several languages including English, 3) a learner raised bilingually by a non-native second language (L2)-speaking parent, and 4) a multilingual learner learning languages in formal contexts but also experiencing sojourn. Data were collected via a linguistic autobiography (an unstructured essay) written by the fourteen participants. The findings point out that negative experiences associated with unfavorable teaching methods, discriminative educational practices, or bullying lead to negative emotional, psychological, and identity responses to learning. Learners experience ‘language socialization shock’ when a sudden change occurs in their language socialization processes – irrespective of whether the change is positive or negative. In an effort to attain positive experiences and self-fulfillment via language learning and use, learners rid themselves of the old socialization context haunted by negative experiences by moving on to a new socialization context or by learning a different foreign language through which they can ‘start over’. The findings also point out some of the long-term psychological and social effects of raising bilingual children by non-native L2-speaking parents and the impact of multilingual and multicultural socialization contexts on learners’ linguistic and life choices that transform their lives. / Keywords: language ecology, language socialization, identity, emotions, bilingualism, multilingualism, multicultural classrooms, psychological well-being, language learning, sojourn, classroom research
{"title":"The impact of language socialization in the context of family, education, and sojourn on emotional, psychological, and identity responses to language learning","authors":"A. Fekete","doi":"10.36534/erlj.2023.01.08","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.08","url":null,"abstract":"The paper examines the impact of language socialization in the context of family, education, and sojourn on multilingual learners’ emotional, psychological, and identity responses to language learning and use. Since language and culture are interwoven in second language acquisition (SLA) (Kramsch, 1998), learners respond to language learning and use on the levels of language and culture, shaping learners’ linguistic, cultural, and social identities on the individual and on the collective levels alike. This classroom research is a qualitative case study involving four cohorts of learners in a multicultural classroom: 1) students having learned English only in the formal context of education, 2) learners having grown up in a multicultural and multilingual environment speaking several languages including English, 3) a learner raised bilingually by a non-native second language (L2)-speaking parent, and 4) a multilingual learner learning languages in formal contexts but also experiencing sojourn. Data were collected via a linguistic autobiography (an unstructured essay) written by the fourteen participants. The findings point out that negative experiences associated with unfavorable teaching methods, discriminative educational practices, or bullying lead to negative emotional, psychological, and identity responses to learning. Learners experience ‘language socialization shock’ when a sudden change occurs in their language socialization processes – irrespective of whether the change is positive or negative. In an effort to attain positive experiences and self-fulfillment via language learning and use, learners rid themselves of the old socialization context haunted by negative experiences by moving on to a new socialization context or by learning a different foreign language through which they can ‘start over’. The findings also point out some of the long-term psychological and social effects of raising bilingual children by non-native L2-speaking parents and the impact of multilingual and multicultural socialization contexts on learners’ linguistic and life choices that transform their lives. / Keywords: language ecology, language socialization, identity, emotions, bilingualism, multilingualism, multicultural classrooms, psychological well-being, language learning, sojourn, classroom research","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128803031","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.09
Daniela Feistritzer
Language anxiety, as an affective component of second/foreign language learning, has been studied since the 1970s. Recognized as a complex phenomenon with a significant impact on language learning and use, this paper explores the effects of positive anxiety in shadowing on language learning and use. Shadowing serves as a technique for simultaneous interpretation and second/foreign language learning. Since the 1990s, successful application of shadowing for language learning purposes has been observed in Japan. However, distinctions exist between shadowing for simultaneous interpretation and language learning, with the former involving unknown authentic audio and audiovisual texts in the student's first language, and the latter utilizing shorter sequences in the student's second/foreign language with known content. This paper presents two ethnographic instances in which the shadowing method for simultaneous interpretation was employed to enhance second language learning for adult learners and public service interpretation students. Additionally, it showcases an ethnographic example of shadowing designed for regular foreign language students—learning German, Spanish, French, English and Italian—and immigrant students learning Norwegian and English at an upper secondary school in Norway. The findings hold significance for researchers, language teachers, and learners, revealing that language learning students improved not only their listening and oral skills, but also achieved deep learning wherein language-dependent discourse, syntax, phraseology, and vocabulary were retained in long-term memory. Moreover, the research indicates that students often experienced symptoms of healthy/positive anxiety, suggesting a vital role of positive anxiety in the foreign language learning process. However, further research in this domain is needed./ Keywords: second/foreign language learning, shadowing, positive anxiety, deep learning, listening and oral skills
{"title":"Positive anxiety as an affective component of shadowing in language learning and use","authors":"Daniela Feistritzer","doi":"10.36534/erlj.2023.01.09","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.09","url":null,"abstract":"Language anxiety, as an affective component of second/foreign language learning, has been studied since the 1970s. Recognized as a complex phenomenon with a significant impact on language learning and use, this paper explores the effects of positive anxiety in shadowing on language learning and use. Shadowing serves as a technique for simultaneous interpretation and second/foreign language learning. Since the 1990s, successful application of shadowing for language learning purposes has been observed in Japan. However, distinctions exist between shadowing for simultaneous interpretation and language learning, with the former involving unknown authentic audio and audiovisual texts in the student's first language, and the latter utilizing shorter sequences in the student's second/foreign language with known content. This paper presents two ethnographic instances in which the shadowing method for simultaneous interpretation was employed to enhance second language learning for adult learners and public service interpretation students. Additionally, it showcases an ethnographic example of shadowing designed for regular foreign language students—learning German, Spanish, French, English and Italian—and immigrant students learning Norwegian and English at an upper secondary school in Norway. The findings hold significance for researchers, language teachers, and learners, revealing that language learning students improved not only their listening and oral skills, but also achieved deep learning wherein language-dependent discourse, syntax, phraseology, and vocabulary were retained in long-term memory. Moreover, the research indicates that students often experienced symptoms of healthy/positive anxiety, suggesting a vital role of positive anxiety in the foreign language learning process. However, further research in this domain is needed./ Keywords: second/foreign language learning, shadowing, positive anxiety, deep learning, listening and oral skills","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125518448","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.03
J. Haugan
Norway has two official Norwegian languages, Bokmål and Nynorsk. The majority of Norwegians use Bokmål as their written language (ca. 80%) which makes Nynorsk a minority language or lesser used language. Ever since the legal decision to have two official written languages (1885) there has been a public debate in Norway which may be fierce and emotional at times. After having investigated emotional expressions regarding the two written languages in the newspaper corpus of the Norwegian National Library we found that emotions are associated with Nynorsk to a much larger extent than with Bokmål. While Nynorsk may be associated with both love and hate, Bokmål can be said to be more default and neutral when it comes to opinions or emotions. /Keywords: language attitudes, language debate, emotions, affective filter
{"title":"Emotions in Norwegian language debate","authors":"J. Haugan","doi":"10.36534/erlj.2023.01.03","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.03","url":null,"abstract":"Norway has two official Norwegian languages, Bokmål and Nynorsk. The majority of Norwegians use Bokmål as their written language (ca. 80%) which makes Nynorsk a minority language or lesser used language. Ever since the legal decision to have two official written languages (1885) there has been a public debate in Norway which may be fierce and emotional at times. After having investigated emotional expressions regarding the two written languages in the newspaper corpus of the Norwegian National Library we found that emotions are associated with Nynorsk to a much larger extent than with Bokmål. While Nynorsk may be associated with both love and hate, Bokmål can be said to be more default and neutral when it comes to opinions or emotions. /Keywords: language attitudes, language debate, emotions, affective filter","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122245949","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.12
Ervin Kovačević, Fatima Ejubović
This study presents findings about first-year undergraduate students' attitudes to and experiences with reading literary texts in an EFL (English as a Foreign Language) context. It also explores the degree of literature integration in EFL lessons in Bosnia and Herzegovina. We conducted the research with ninety-eight students at the International University of Sarajevo (IUS); we examined their attitudes towards different literary genres, difficulties they face while reading literary texts, the type of assistance they prefer while reading, and their general interests concerning literature. The findings indicate that students prefer short stories to other genres and learn best through exploring themes meaningful to them. The results also show that literary texts in EFL classrooms are frequently used for vocabulary purposes. Literature is mainly integrated into EFL classrooms, except for technical high schools and madrasahs./ Keywords: EFL, literature, literary texts, attitudes, experiences, literature integration
{"title":"Incorporating literature in EFL classroom: attitudes and experiences","authors":"Ervin Kovačević, Fatima Ejubović","doi":"10.36534/erlj.2023.01.12","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.12","url":null,"abstract":"This study presents findings about first-year undergraduate students' attitudes to and experiences with reading literary texts in an EFL (English as a Foreign Language) context. It also explores the degree of literature integration in EFL lessons in Bosnia and Herzegovina. We conducted the research with ninety-eight students at the International University of Sarajevo (IUS); we examined their attitudes towards different literary genres, difficulties they face while reading literary texts, the type of assistance they prefer while reading, and their general interests concerning literature. The findings indicate that students prefer short stories to other genres and learn best through exploring themes meaningful to them. The results also show that literary texts in EFL classrooms are frequently used for vocabulary purposes. Literature is mainly integrated into EFL classrooms, except for technical high schools and madrasahs./ Keywords: EFL, literature, literary texts, attitudes, experiences, literature integration","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123902601","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.11
Haticetül Kübra Er, Emel Küçükali
The present study aims to explore the affective and cognitive components teacher identity by examining the EFL teachers’ and in-service trainers’ attitudes toward in-service professional development training process at a private university in Turkey. The participants, who were selected through convenient sampling, consist of native and non-native EFL instructors; EFL in-service trainees (N=6) and teacher trainers; EFL in-service teacher trainers (N=2). The data was collected via semi-structured interviews conducted with the teachers and Behavior Observation Rubric completed by teacher trainers. In the first phase, EFL teacher trainees were observed in class and given post observation feedback by in-service teacher trainers, who completed the rubric evaluating the reactions of the teachers to four categories: (1) Attitude to feedback, (2) Response to feedback, (3) Behavior, and (4) Independent work. In the second phase, teachers were interviewed about their perceptions of the in-service training process; Interview data (qualitative data) were analyzed through content analysis, while descriptive statistics (frequency) was used to analyze Behavior Observation Rubric scores (quantitative data). The findings indicated differences between native and non-native EFL instructors (trainees). According to interviews, native EFL instructors felt more enthusiastic about professional development sessions compared to non-native EFL teachers due to several educational background, cultural differences and so on. This was supported by the results from the Behavior Observation Rubric, which revealed higher scores for native EFL instructors than for non-native instructors in terms of attitude to feedback, response to feedback, behavior, and independent work during the professional development; observation process. / Keywords: native vs. non-native EFL instructors, teacher identity, EFL in-service trainees
{"title":"An analysis of the interplay between affective and cognitive components of teacher identity among native and non-native EFL in-service trainees","authors":"Haticetül Kübra Er, Emel Küçükali","doi":"10.36534/erlj.2023.01.11","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.11","url":null,"abstract":"The present study aims to explore the affective and cognitive components teacher identity by examining the EFL teachers’ and in-service trainers’ attitudes toward in-service professional development training process at a private university in Turkey. The participants, who were selected through convenient sampling, consist of native and non-native EFL instructors; EFL in-service trainees (N=6) and teacher trainers; EFL in-service teacher trainers (N=2). The data was collected via semi-structured interviews conducted with the teachers and Behavior Observation Rubric completed by teacher trainers. In the first phase, EFL teacher trainees were observed in class and given post observation feedback by in-service teacher trainers, who completed the rubric evaluating the reactions of the teachers to four categories: (1) Attitude to feedback, (2) Response to feedback, (3) Behavior, and (4) Independent work. In the second phase, teachers were interviewed about their perceptions of the in-service training process; Interview data (qualitative data) were analyzed through content analysis, while descriptive statistics (frequency) was used to analyze Behavior Observation Rubric scores (quantitative data). The findings indicated differences between native and non-native EFL instructors (trainees). According to interviews, native EFL instructors felt more enthusiastic about professional development sessions compared to non-native EFL teachers due to several educational background, cultural differences and so on. This was supported by the results from the Behavior Observation Rubric, which revealed higher scores for native EFL instructors than for non-native instructors in terms of attitude to feedback, response to feedback, behavior, and independent work during the professional development; observation process. / Keywords: native vs. non-native EFL instructors, teacher identity, EFL in-service trainees","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127765949","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.00
Michał Daszkiewicz
Affect comes into play much earlier and much stronger than most language users imagine. Its salience and dominance have now long been recognised by neuroscientists and psychologists, who have stressed that affect not only accompanies but, most importantly and surprisingly, precedes our decisions, determines our choices, drives our perception, and, as such, constitutes a fundamental component of our identities and personalities. In the light of this central position of affect in what we do, it is rather odd or even detrimental that, as recent ERL studies have shown, linguistic education has remained preoccupied with the spheres of actions and cognition far more than with students’ emotions (and beliefs). Even the times of the COVID-19 pandemic (addressed earlier in the sequence of ERL Journal’s volumes) have not brought about any marked change in this respect, although the educational circumstances created by teachers’ and learners’ remote work did offer an opportunity to accentuate emotions (as well as the approach to education and language which all of them hold). In other words – to put it in terms we have applied under the ERL framework, the teaching of languages has still been focused much more on the questions What can students do with language(s)? and How do students understand (the world through) language(s)? than on the question How do students feel about language(s)? (or What do students think of language(s)?). Whilst questions concerning, for instance, using and understanding words, phrases or texts are commonplace, those relating to feelings or views concerning the language elements learnt (be it How do you feel about this sentence? or What’s your attitude to this word?) are in most educational settings few and far between. Not striking a balance between the former (psychomotor and cognitive) and the latter two (affective and axiological) domains stands in stark contrast to contemporary psychological knowledge and can be argued to bring numerous detrimental effects, with a waste of time caused by the non-observance of students’ emotions being only one example of that.
情感的作用比大多数语言使用者想象的要早得多，也强得多。神经科学家和心理学家早就认识到它的显著性和支配性，他们强调，影响不仅伴随着我们，而且最重要的是，它先于我们的决定，决定我们的选择，驱动我们的感知，因此，它构成了我们身份和个性的基本组成部分。鉴于情感在我们所做的事情中的中心地位，正如最近的ERL研究所表明的那样，语言教育仍然专注于行为和认知领域，而不是学生的情感(和信仰)，这是相当奇怪甚至有害的。即使在2019冠状病毒病大流行时期(在ERL期刊之前的系列文章中提到)，在这方面也没有带来任何明显的变化，尽管教师和学习者远程工作创造的教育环境确实提供了一个机会来强调情感(以及他们所有人的教育方法和语言)。换句话说，用我们在ERL框架下应用的术语来说，语言教学仍然更多地集中在学生可以用语言做什么这个问题上?学生如何通过语言理解世界?在“学生对语言的感觉如何?”(或What do students think of language ?)例如，关于使用和理解单词、短语或文本的问题是很常见的，而那些与所学语言元素的感受或观点有关的问题(比如:你对这个句子有什么感觉?或你对这个词的态度是什么?)，在大多数教育环境中很少。没有在前一个(精神运动和认知)和后两个(情感和价值论)领域之间取得平衡，与当代心理学知识形成鲜明对比，可以认为会带来许多有害的影响，不注意学生的情绪造成的时间浪费只是其中一个例子。
{"title":"Linguistic education getting emotional","authors":"Michał Daszkiewicz","doi":"10.36534/erlj.2023.01.00","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.00","url":null,"abstract":"Affect comes into play much earlier and much stronger than most language users imagine. Its salience and dominance have now long been recognised by neuroscientists and psychologists, who have stressed that affect not only accompanies but, most importantly and surprisingly, precedes our decisions, determines our choices, drives our perception, and, as such, constitutes a fundamental component of our identities and personalities. In the light of this central position of affect in what we do, it is rather odd or even detrimental that, as recent ERL studies have shown, linguistic education has remained preoccupied with the spheres of actions and cognition far more than with students’ emotions (and beliefs). Even the times of the COVID-19 pandemic (addressed earlier in the sequence of ERL Journal’s volumes) have not brought about any marked change in this respect, although the educational circumstances created by teachers’ and learners’ remote work did offer an opportunity to accentuate emotions (as well as the approach to education and language which all of them hold). In other words – to put it in terms we have applied under the ERL framework, the teaching of languages has still been focused much more on the questions What can students do with language(s)? and How do students understand (the world through) language(s)? than on the question How do students feel about language(s)? (or What do students think of language(s)?). Whilst questions concerning, for instance, using and understanding words, phrases or texts are commonplace, those relating to feelings or views concerning the language elements learnt (be it How do you feel about this sentence? or What’s your attitude to this word?) are in most educational settings few and far between. Not striking a balance between the former (psychomotor and cognitive) and the latter two (affective and axiological) domains stands in stark contrast to contemporary psychological knowledge and can be argued to bring numerous detrimental effects, with a waste of time caused by the non-observance of students’ emotions being only one example of that.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131798741","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}
Pub Date : 2023-09-07DOI: 10.36534/erlj.2023.01.04
X. Kong, Chenkai Chi
When non-native speakers become second language teachers, emotions play a significant role in the teacher-learning process and throughout their professional lives. However, few teacher education programs explicitly relate emotions to teachers’ knowledge bases to improve their social-emotional skills. Due to the dynamic nature of a knowledge base, teachers can always take an inquiry stance to continuously examine their teaching practices and beliefs. Therefore, this paper takes an inquiry stance to discuss negative emotions in non-native language teachers’ narratives and how they can overcome the potentially negative effects of such emotions by reconceptualizing their personal knowledge base to reinforce the effects of positive emotions and minimize the effects of negative emotions in their teaching practice. As a preliminary study, it aims to raise awareness for teachers to develop social-emotional skills through knowledge-base re-conceptualization and to advocate for reform of language teacher education./ Keywords: emotions, social-emotional skills, language teacher education, knowledge base, non-native teachers
{"title":"Re-conceptualizing the knowledge base for non-native language teachers to cope with negative emotions","authors":"X. Kong, Chenkai Chi","doi":"10.36534/erlj.2023.01.04","DOIUrl":"https://doi.org/10.36534/erlj.2023.01.04","url":null,"abstract":"When non-native speakers become second language teachers, emotions play a significant role in the teacher-learning process and throughout their professional lives. However, few teacher education programs explicitly relate emotions to teachers’ knowledge bases to improve their social-emotional skills. Due to the dynamic nature of a knowledge base, teachers can always take an inquiry stance to continuously examine their teaching practices and beliefs. Therefore, this paper takes an inquiry stance to discuss negative emotions in non-native language teachers’ narratives and how they can overcome the potentially negative effects of such emotions by reconceptualizing their personal knowledge base to reinforce the effects of positive emotions and minimize the effects of negative emotions in their teaching practice. As a preliminary study, it aims to raise awareness for teachers to develop social-emotional skills through knowledge-base re-conceptualization and to advocate for reform of language teacher education./ Keywords: emotions, social-emotional skills, language teacher education, knowledge base, non-native teachers","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128788745","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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