Pub Date : 2021-03-18DOI: 10.36534/erlj.2020.02.00
Michał Daszkiewicz
{"title":"On the reciprocity between one’s language and identity","authors":"Michał Daszkiewicz","doi":"10.36534/erlj.2020.02.00","DOIUrl":"https://doi.org/10.36534/erlj.2020.02.00","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129723631","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.04
Luisito M. Nanquil
{"title":"Let us talk: shaping linguistic well-being through differentiated tasks and conversation - report","authors":"Luisito M. Nanquil","doi":"10.36534/erlj.2021.02.04","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.04","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127620458","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.05
A. Fekete
{"title":"Examining teachers’ well-being during the pandemic: a mixed methods study on teachers’ psychological, emotional and identity responses to online education","authors":"A. Fekete","doi":"10.36534/erlj.2021.02.05","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.05","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115948603","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.06
Ervin Kovačević
{"title":"Systems fail, technology disappoints, and relying on optimism is not enough: A short analysis of teacher wellbeing and digital learning solutions","authors":"Ervin Kovačević","doi":"10.36534/erlj.2021.02.06","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.06","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132547301","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.02
Sladana Maric
The aim of this research was to particularly focus on the intersection of language and music education, specifically pedagogical uses of language focused on classical music to support the linguistic wellbeing of students in an online learning environment. The research was conducted during a six-week course period of English as a foreign language lessons online with 30 second-year students of Music Performance at the Secondary Music School in Serbia during the remote teaching and learning period in 2020. The research implemented a fully online learning model. The qualitative results obtained from the research and presented in this paper, suggest that the course had an impact on the learners in terms of their overall positive reactions towards their language learning and linguistic wellbeing. Therefore, in the following period, the aim is to further research the intersections of language, pedagogy and the role of music on linguistic wellbeing in different language education contexts.
{"title":"Pedagogical uses of language focused on music to support linguistic wellbeing during emergency remote teaching","authors":"Sladana Maric","doi":"10.36534/erlj.2021.02.02","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.02","url":null,"abstract":"The aim of this research was to particularly focus on the intersection of language and music education, specifically pedagogical uses of language focused on classical music to support the linguistic wellbeing of students in an online learning environment. The research was conducted during a six-week course period of English as a foreign language lessons online with 30 second-year students of Music Performance at the Secondary Music School in Serbia during the remote teaching and learning period in 2020. The research implemented a fully online learning model. The qualitative results obtained from the research and presented in this paper, suggest that the course had an impact on the learners in terms of their overall positive reactions towards their language learning and linguistic wellbeing. Therefore, in the following period, the aim is to further research the intersections of language, pedagogy and the role of music on linguistic wellbeing in different language education contexts.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115424070","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.08
Zoi T. Apostolou, Konstantinos Lavidas
{"title":"Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?","authors":"Zoi T. Apostolou, Konstantinos Lavidas","doi":"10.36534/erlj.2021.02.08","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.08","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125914832","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.01
Milena Sazdovska-Pigulovska
The shift to full online education has resulted in tremendous changes, such as creation of virtual classrooms, digital collaboration and distance learning. Students not only had to learn how to participate in virtual collaborative environments, but they are still adjusting to new methods of learning and using technology. Conducting online classes and exams at translation and interpreting studies is all the more challenging due to their interdisciplinary nature and a variety of generic and soft skills that suddenly need to be exercised online. Hence, after posing two research questions, it can be initially hypothesized that the digital transformation of education has an impact on students from an emotional point of view as well. Namely, it was visible that students dealt with the new arisen situation as well as with educational and social challenges in different ways and by expressing various emotional responses. This study aims to explore the ways in which tele-education affects student emotions and whether it influences their emotional well-being. For the purpose of this study, survey research was conducted among 91 students at undergraduate translation and interpreting studies in North Macedonia who were given the opportunity to explain how they personally dealt with educational novelties and challenges. The responses indicate whether students experience emotional consequences of (extended) online education. Based on the survey results, conclusions can be made about future practices that would benefit translation and interpreting students from an emotional point of view.
{"title":"Impact of online education on student emotional well-being","authors":"Milena Sazdovska-Pigulovska","doi":"10.36534/erlj.2021.02.01","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.01","url":null,"abstract":"The shift to full online education has resulted in tremendous changes, such as creation of virtual classrooms, digital collaboration and distance learning. Students not only had to learn how to participate in virtual collaborative environments, but they are still adjusting to new methods of learning and using technology. Conducting online classes and exams at translation and interpreting studies is all the more challenging due to their interdisciplinary nature and a variety of generic and soft skills that suddenly need to be exercised online. Hence, after posing two research questions, it can be initially hypothesized that the digital transformation of education has an impact on students from an emotional point of view as well. Namely, it was visible that students dealt with the new arisen situation as well as with educational and social challenges in different ways and by expressing various emotional responses. This study aims to explore the ways in which tele-education affects student emotions and whether it influences their emotional well-being. For the purpose of this study, survey research was conducted among 91 students at undergraduate translation and interpreting studies in North Macedonia who were given the opportunity to explain how they personally dealt with educational novelties and challenges. The responses indicate whether students experience emotional consequences of (extended) online education. Based on the survey results, conclusions can be made about future practices that would benefit translation and interpreting students from an emotional point of view.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126188708","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.09
Tijana Hirsch, Orly Kayam
{"title":"\"Why are you here?\" A hearing instructor's journey into a deaf community of practice and discussions of family language policies","authors":"Tijana Hirsch, Orly Kayam","doi":"10.36534/erlj.2021.02.09","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.09","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127646828","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.03
Thoralf Tews
A recapitulation of speaker reluctance before and during the pandemic It would be far from true to say the global Covid-19 pandemic is over. Looking at secondary education, however, a number of English teachers must feel that they went full circle: From the ‘usual’ teaching in a classroom to online-lessons, distance learning, some hybrid models and back to the classroom. Looking back at the time before the outbreak of Coronavirus, teaching English as a foreign language (EFL) included various difficulties, students’ reluctance to speak being one of the omnipresent ones. As a ubiquitous problem, teachers invest great amounts of energy into convincing their students to vocally take part in class — rightly so, given the importance of speaking for the students’ development of speaking competence. To build and foster speaking competence, also phrased as communicative ability, verbal student interaction is required in every phase of learning the language. This again relies on positive attitudes towards speaking activities that allow for practice of oral production and reproduction (Szpotowicz 2012, Savaşçı 2013). Despite all efforts, too little student participation appeared to be a recurring problem already before the pandemic (Savaşçı 2013). But when the virus outbreak became a global pandemic and schools switched to online lessons, different studies showed the same pattern: Participation decreased in general and feelings of restraint regarding oral participation grew (Meşe & Sevilen 2021, Bray et al. 2021, Unger et al. 2020). Being in a learning situation themselves, teachers had to sort out various difficulties of the online organization of learning, leaving less attention, energy, time and means to work on speaking reluctance — both previously existing or newly developed. It is safe to say that the switch to online education must have been perceived as a setback for the majority of teachers and students in terms of positive learning outcomes. With a more experienced government and society, test schemes, vaccinations and other safety measures, classrooms are now becoming the place of education and physical interaction again. Despite the uncertain outlook on future pandemic developments, the move back into schools has constituted an improvement for many. Compared to the recent difficulties of online sessions, being physically present in a classroom is a positive development. Unfortunately, this can take away attention from the still prevailing problem of speaker reluctance in EFL classes. Research findings about increased unwillingness to orally participate during the pandemic, as well as the social aftermath of isolation, uncertainty and economical hardships, hint at similar or even increased reluctance of speakers when compared with pre-Covid times (Meşe & Sevilen 2021, Bray et al. 2021, Unger et al. 2020). Not actively tackling this problem would be a lesson not learned. But if teachers acknowledge speaker reluctance in EFL classes, then a speaker
要说全球Covid-19大流行已经结束，还远远不够。然而，在中学教育方面，许多英语教师一定觉得他们走了一个完整的循环:从“常规”的课堂教学到在线课程、远程学习、一些混合模式，再回到课堂。回顾新冠肺炎疫情爆发前，英语作为外语教学面临着各种困难，学生不愿开口是普遍存在的问题之一。作为一个普遍存在的问题，教师投入大量的精力来说服他们的学生在课堂上发声——考虑到说话对学生口语能力发展的重要性，这是正确的。为了建立和培养口语能力，也就是交际能力，学生在学习语言的每个阶段都需要口头互动。这再次依赖于对口语活动的积极态度，这种态度允许练习口语生产和复制(Szpotowicz 2012, sava 2013)。尽管做出了种种努力，但在大流行之前，学生参与度过低似乎已经是一个反复出现的问题(sava2013)。但是，当病毒爆发成为全球大流行，学校转向在线课程时，不同的研究显示了相同的模式:参与度总体下降，口头参与的拘束感增加(me & Sevilen 2021, Bray et al. 2021, Unger et al. 2020)。教师自身处于学习情境中，必须整理在线学习组织的各种困难，从而减少了对说话不情愿的关注、精力、时间和手段——无论是以前存在的还是新出现的。可以肯定地说，就积极的学习成果而言，大多数教师和学生必须将转向在线教育视为一种挫折。随着更有经验的政府和社会，测试计划，疫苗接种和其他安全措施，教室现在再次成为教育和身体互动的场所。尽管未来大流行病的发展前景不确定，但重返学校对许多人来说是一种改善。与最近在线课程的困难相比，实际出现在教室里是一个积极的发展。不幸的是，这可能会转移人们对英语课堂上仍然普遍存在的说话不情愿问题的关注。关于大流行期间不愿意口头参与的研究结果，以及隔离、不确定性和经济困难的社会后果，暗示与新冠疫情前相比，说话者的不愿意程度相似甚至增加(me和塞维林2021年，布雷等人2021年，昂格等人2020年)。如果不积极解决这个问题，将是一个没有吸取的教训。但是，如果教师承认在英语课堂上不愿意说话，那么就必须建立一个对说话者友好的环境。本文旨在开始列出并讨论创建这种环境的方法。由于本出版物的规模，列表是有限的，但开放给每一个有教学经验的人来扩展。然而，首先需要确定说话人不愿意说话的原因。
{"title":"EFL students’ reluctance to speak in the classroom — a lesson not learned?","authors":"Thoralf Tews","doi":"10.36534/erlj.2021.02.03","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.03","url":null,"abstract":"A recapitulation of speaker reluctance before and during the pandemic It would be far from true to say the global Covid-19 pandemic is over. Looking at secondary education, however, a number of English teachers must feel that they went full circle: From the ‘usual’ teaching in a classroom to online-lessons, distance learning, some hybrid models and back to the classroom. Looking back at the time before the outbreak of Coronavirus, teaching English as a foreign language (EFL) included various difficulties, students’ reluctance to speak being one of the omnipresent ones. As a ubiquitous problem, teachers invest great amounts of energy into convincing their students to vocally take part in class — rightly so, given the importance of speaking for the students’ development of speaking competence. To build and foster speaking competence, also phrased as communicative ability, verbal student interaction is required in every phase of learning the language. This again relies on positive attitudes towards speaking activities that allow for practice of oral production and reproduction (Szpotowicz 2012, Savaşçı 2013). Despite all efforts, too little student participation appeared to be a recurring problem already before the pandemic (Savaşçı 2013). But when the virus outbreak became a global pandemic and schools switched to online lessons, different studies showed the same pattern: Participation decreased in general and feelings of restraint regarding oral participation grew (Meşe & Sevilen 2021, Bray et al. 2021, Unger et al. 2020). Being in a learning situation themselves, teachers had to sort out various difficulties of the online organization of learning, leaving less attention, energy, time and means to work on speaking reluctance — both previously existing or newly developed. It is safe to say that the switch to online education must have been perceived as a setback for the majority of teachers and students in terms of positive learning outcomes. With a more experienced government and society, test schemes, vaccinations and other safety measures, classrooms are now becoming the place of education and physical interaction again. Despite the uncertain outlook on future pandemic developments, the move back into schools has constituted an improvement for many. Compared to the recent difficulties of online sessions, being physically present in a classroom is a positive development. Unfortunately, this can take away attention from the still prevailing problem of speaker reluctance in EFL classes. Research findings about increased unwillingness to orally participate during the pandemic, as well as the social aftermath of isolation, uncertainty and economical hardships, hint at similar or even increased reluctance of speakers when compared with pre-Covid times (Meşe & Sevilen 2021, Bray et al. 2021, Unger et al. 2020). Not actively tackling this problem would be a lesson not learned. But if teachers acknowledge speaker reluctance in EFL classes, then a speaker","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132907989","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 : 2021-03-02DOI: 10.36534/erlj.2021.02.07
E. Kovacikova, Jana Harťanská
{"title":"Preparedness of future English teachers as a prerequisite of their professional well-being","authors":"E. Kovacikova, Jana Harťanská","doi":"10.36534/erlj.2021.02.07","DOIUrl":"https://doi.org/10.36534/erlj.2021.02.07","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133093878","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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