Pub Date : 2020-09-18DOI: 10.36534/erlj.2020.01.00
Michał Daszkiewicz
{"title":"On our ERL path to learner and teacher language identity","authors":"Michał Daszkiewicz","doi":"10.36534/erlj.2020.01.00","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.00","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133241859","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.09
Parwiz Hussain
This paper reports the findings of a pilot teacher training course being delivered to teachers and teacher educators of Islamic studies subject at British Council Afghanistan. The main aim of the training course was to find out to what extent the methodologies and approaches being used to teach English language are applicable in teaching other subjects. In this research fifteen teachers and educators participated in a four-day training course. The findings show that Test-Teach-Test, Task-based Learning, Jigsaw Reading, and many other teaching methods are easily applicable in teaching Islamic studies.
{"title":"The applicability of English language teaching methods to other subjects","authors":"Parwiz Hussain","doi":"10.36534/erlj.2020.01.09","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.09","url":null,"abstract":"This paper reports the findings of a pilot teacher training course being delivered to teachers and teacher educators of Islamic studies subject at British Council Afghanistan. The main aim of the training course was to find out to what extent the methodologies and approaches being used to teach English language are applicable in teaching other subjects. In this research fifteen teachers and educators participated in a four-day training course. The findings show that Test-Teach-Test, Task-based Learning, Jigsaw Reading, and many other teaching methods are easily applicable in teaching Islamic studies.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133972735","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.10
Klaudia Gajewska
problem of language skills which, despite their importance in everyday communication, personal growth and cognitive development, are often neglected in instructed settings, the authors of the publication Educational Role of Language Ryszard successfully demonstrate the fundamental role of listening, speaking, reading and writing in establishing the close connection between subjects from the curriculum as well as learners’ cognition and worldview. The scholars participated in an annual international interdisciplinary conference Educational Role of Language organized annually since 2016 with an intention of underlining the significance of the quaternary approach to language skills, which resulted in the publication of the book under discussion. The seminal work is divided into two complementary parts. The first one consists of Introduction and two sections devoted to the presentation of recent trends in education. The second one, on the other hand, isolates four sections, each of which discusses one of four language skills in the light of Learning to (…) and (…) to Learn approaches. The book also successfully relates to two scopes of the Educational Role of Language (ERL) framework, Scope Major and Minor, in that it addresses the multidimensional nature of education as well as its complex socio-affective and contextual character. the the the utility of axiological, psychomotor, affective and associated with language in other non-language language-related the between language and glottodidactic
{"title":"Developing the potential of language and non-language courses, or on the significance of listening, speaking, reading and writing in education – a review of joint publication Educational Role of Language Skills","authors":"Klaudia Gajewska","doi":"10.36534/erlj.2020.01.10","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.10","url":null,"abstract":"problem of language skills which, despite their importance in everyday communication, personal growth and cognitive development, are often neglected in instructed settings, the authors of the publication Educational Role of Language Ryszard successfully demonstrate the fundamental role of listening, speaking, reading and writing in establishing the close connection between subjects from the curriculum as well as learners’ cognition and worldview. The scholars participated in an annual international interdisciplinary conference Educational Role of Language organized annually since 2016 with an intention of underlining the significance of the quaternary approach to language skills, which resulted in the publication of the book under discussion. The seminal work is divided into two complementary parts. The first one consists of Introduction and two sections devoted to the presentation of recent trends in education. The second one, on the other hand, isolates four sections, each of which discusses one of four language skills in the light of Learning to (…) and (…) to Learn approaches. The book also successfully relates to two scopes of the Educational Role of Language (ERL) framework, Scope Major and Minor, in that it addresses the multidimensional nature of education as well as its complex socio-affective and contextual character. the the the utility of axiological, psychomotor, affective and associated with language in other non-language language-related the between language and glottodidactic","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126173441","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.11
Kim Muir
{"title":"A virtual conference: the first of its kind for ERLA – a personal account","authors":"Kim Muir","doi":"10.36534/erlj.2020.01.11","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.11","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126278458","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.02
Aneta Naumoska
This paper focuses on semantic number in English and its effect on students’ understanding of countability and how they see the world through English. Semantic nominal plurality of reference is not always equivalent to a marked plural noun or S-V plural agreement. The paper aims to explain and illustrate whether morphosyntactic markedness of number coincides with semantic specificity/informativity, and if EFL learners’ worldview shifts depending on their awareness of semantic number. The linguistic issue of number is paired with education, i.e. learners’ development in a foreign language framework. The research was targeted towards English majors (Faculty of Philology, Skopje, N. Macedonia), whose knowledge of number agreement (competence) in English was explored via a questionnaire covering various instances of number inconsistencies. It is noteworthy that most students afterwards stated a rising level of confidence in communicating in English due to a higher level of language accuracy and semantic awareness. (e.g. L1 interference); (c) examining the consequences of L2 proficiency in more detail so as to better understand its relation to cognitive resources and how they are used in planning well-formed utterances; (d) doing a longitudinal study on semantic number in a much wider time frame; (e) analyzing the National Curricula and Teaching Plans for EFL in primary/high school education in N. Macedonia regarding their inclusion of and approach towards number; (f) tasking the fourth-year students who have taken the EFL Methodology (practical) course to create age-appropriate and level-appropriate accuracy activities that focus on number (for primary/high school EFL learners).
{"title":"Semantic number in relation to English language learner awareness","authors":"Aneta Naumoska","doi":"10.36534/erlj.2020.01.02","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.02","url":null,"abstract":"This paper focuses on semantic number in English and its effect on students’ understanding of countability and how they see the world through English. Semantic nominal plurality of reference is not always equivalent to a marked plural noun or S-V plural agreement. The paper aims to explain and illustrate whether morphosyntactic markedness of number coincides with semantic specificity/informativity, and if EFL learners’ worldview shifts depending on their awareness of semantic number. The linguistic issue of number is paired with education, i.e. learners’ development in a foreign language framework. The research was targeted towards English majors (Faculty of Philology, Skopje, N. Macedonia), whose knowledge of number agreement (competence) in English was explored via a questionnaire covering various instances of number inconsistencies. It is noteworthy that most students afterwards stated a rising level of confidence in communicating in English due to a higher level of language accuracy and semantic awareness. (e.g. L1 interference); (c) examining the consequences of L2 proficiency in more detail so as to better understand its relation to cognitive resources and how they are used in planning well-formed utterances; (d) doing a longitudinal study on semantic number in a much wider time frame; (e) analyzing the National Curricula and Teaching Plans for EFL in primary/high school education in N. Macedonia regarding their inclusion of and approach towards number; (f) tasking the fourth-year students who have taken the EFL Methodology (practical) course to create age-appropriate and level-appropriate accuracy activities that focus on number (for primary/high school EFL learners).","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116975611","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.04
A. Kurowski
Education has changed recently in the England and leadership of schools has changed with it. This paper examines the language of dissent, the political opposition of school leaders who meet the challenges of the educational system resulting from the government policies. They question whether these policies really serve the pupils and the community effectively. It is based on a wider piece of research involving interviews with head teachers and senior managers in a range of schools; it illustrates their frustrations at delivering a prescriptive curriculum. The research takes a grounded theory approach; throughout the interview process, themes emerged and were developed through layers of analysis. This led to the construction of a framework based on the ideas of power, ethics, resistance, and mistrust. This explains the views of school leader in conceptual terms, and it was found that they use of any form of control at their disposal, bring their own values to education, subvert where they see necessary, and at best tolerate policy.
{"title":"The language of dissent – how school leaders adjust to policy change","authors":"A. Kurowski","doi":"10.36534/erlj.2020.01.04","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.04","url":null,"abstract":"Education has changed recently in the England and leadership of schools has changed with it. This paper examines the language of dissent, the political opposition of school leaders who meet the challenges of the educational system resulting from the government policies. They question whether these policies really serve the pupils and the community effectively. It is based on a wider piece of research involving interviews with head teachers and senior managers in a range of schools; it illustrates their frustrations at delivering a prescriptive curriculum. The research takes a grounded theory approach; throughout the interview process, themes emerged and were developed through layers of analysis. This led to the construction of a framework based on the ideas of power, ethics, resistance, and mistrust. This explains the views of school leader in conceptual terms, and it was found that they use of any form of control at their disposal, bring their own values to education, subvert where they see necessary, and at best tolerate policy.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130985607","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.01
M. Suknov, N. Krynska
This article aims to contrast examples of teachers’ speech as spoken pedagogic discourse with the written discourse of a Teacher’s book enclosed with an international English language teaching (ELT)). During any EFL (English as a Foreign Language) lesson based on published ELT materials, a teacher uses printed texts of ELT materials, adjuncts and expands them in the learning process according to a particular educational setting and learning needs. The teacher sets tasks from a textbook but articulates them through his/her own interpretation related to local educational paradigm and social ideology. Being a mediator between the written discourse of ELT materials and the learners, the teacher produces his/her speech, which presents another example of pedagogic discourse. Applying methods of critical discourse analysis (CDA) we compare examples of the written discourse of the Teacher’s book (TB) and the teacher’s spoken discourse. We analysed how the latter was developed on the basis of a detailed lesson plan from the Teacher’s book (TB). The comparative analysis reveals a difference between the spoken teacher’s discourse derived from the discourse of ELT materials and the written discourse of the TB in that it shows the dominance of the teacher’s discourse within the local educational paradigm over those who produce such ELT materials.
{"title":"ELT written discourse vs. a teacher’s speech: experience of Critical Discourse Analysis","authors":"M. Suknov, N. Krynska","doi":"10.36534/erlj.2020.01.01","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.01","url":null,"abstract":"This article aims to contrast examples of teachers’ speech as spoken pedagogic discourse with the written discourse of a Teacher’s book enclosed with an international English language teaching (ELT)). During any EFL (English as a Foreign Language) lesson based on published ELT materials, a teacher uses printed texts of ELT materials, adjuncts and expands them in the learning process according to a particular educational setting and learning needs. The teacher sets tasks from a textbook but articulates them through his/her own interpretation related to local educational paradigm and social ideology. Being a mediator between the written discourse of ELT materials and the learners, the teacher produces his/her speech, which presents another example of pedagogic discourse. Applying methods of critical discourse analysis (CDA) we compare examples of the written discourse of the Teacher’s book (TB) and the teacher’s spoken discourse. We analysed how the latter was developed on the basis of a detailed lesson plan from the Teacher’s book (TB). The comparative analysis reveals a difference between the spoken teacher’s discourse derived from the discourse of ELT materials and the written discourse of the TB in that it shows the dominance of the teacher’s discourse within the local educational paradigm over those who produce such ELT materials.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133417972","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.08
Dilyan Gatev
The paper focuses on some traditional techniques for vocabulary teaching in the untraditional context of English for specific purposes – business English vocabulary teaching. Those techniques are based on the selection and presentation of collocations, synonyms, antonyms and paronyms, of words whose specialized meaning differs from their general English one, as well as of specialized words with some similarity in meaning, but also with a significant difference. Moreover, attention should be paid to their translation equivalents because learners’ general professional competence is based on the correct use of the respective specialized vocabulary both in the foreign language and the mother tongue.
{"title":"Some techniques for teaching business English vocabulary","authors":"Dilyan Gatev","doi":"10.36534/erlj.2020.01.08","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.08","url":null,"abstract":"The paper focuses on some traditional techniques for vocabulary teaching in the untraditional context of English for specific purposes – business English vocabulary teaching. Those techniques are based on the selection and presentation of collocations, synonyms, antonyms and paronyms, of words whose specialized meaning differs from their general English one, as well as of specialized words with some similarity in meaning, but also with a significant difference. Moreover, attention should be paid to their translation equivalents because learners’ general professional competence is based on the correct use of the respective specialized vocabulary both in the foreign language and the mother tongue.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114189823","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.05
Teresa Maginess
In this paper I am going to explore the theme of this ERL issue – language and identity, by focusing upon a sequence of poems by the Irish writer, Seamus Heaney, ‘Hermit Songs’ (2010). I will argue that, by telling the story of his own identity formation through his encounter with reading, writing and the learning of languages, Heaney offers his own portrait of the artist as a young man. The story is a dynamic and dramatic one. Drawing upon close analysis of the poems based on literary critical models such as Practical Criticism and Intertextual criticism, I will demonstrate how Heaney’s identity as a poet emerges out of a playful and painful agon about art and nature, about the private and the public, about art and reality.
{"title":"Seamus Heaney’s ‘Hermit Songs’: An education in the nexus of identity and language","authors":"Teresa Maginess","doi":"10.36534/erlj.2020.01.05","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.05","url":null,"abstract":"In this paper I am going to explore the theme of this ERL issue – language and identity, by focusing upon a sequence of poems by the Irish writer, Seamus Heaney, ‘Hermit Songs’ (2010). I will argue that, by telling the story of his own identity formation through his encounter with reading, writing and the learning of languages, Heaney offers his own portrait of the artist as a young man. The story is a dynamic and dramatic one. Drawing upon close analysis of the poems based on literary critical models such as Practical Criticism and Intertextual criticism, I will demonstrate how Heaney’s identity as a poet emerges out of a playful and painful agon about art and nature, about the private and the public, about art and reality.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122748564","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 : 2020-09-17DOI: 10.36534/erlj.2020.01.03
Stéphanie Demont, Fabienne Vailes
{"title":"‘Embedding wellbeing’ in the French language curriculum How to help first year university students develop their perception of learning, motivation and self-efficacy","authors":"Stéphanie Demont, Fabienne Vailes","doi":"10.36534/erlj.2020.01.03","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.03","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123677338","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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