Veronika Timpe-Laughlin, Lorraine Sova, Michelle Kim
Demand for an understanding and appreciation of linguistic and cultural diversity in educational contexts has intensified, given increasing levels of globalization. Moreover, guidelines from educational agencies (e.g., United Nations, 2015b; U.S. Department of Education, 2017) as well as state-level preschool teaching standards call for raising awareness of languages, cultures, and diversity beginning in early childhood. However, limited research in that area suggests most U.S. pre-primary teachers are monolingual English speakers (Espinosa & Crandell, 2021). Additionally, professional development and instructional programs on language and cultural awareness in pre-primary classrooms are rare (Kearney & Barbour, 2015). These observations raise the question as to how pre-primary educators promote linguistic and cultural diversity in their classrooms. This study explores world language learning practices in state-licensed, Northeastern U.S. pre-primary schools. We administered an online survey about world language learning resources, pedagogical approaches, and classroom practices to 138 pre-primary educators and conducted individual, semi-structured interviews with 15 of the teachers. We calculated frequency distributions for survey items to determine consensus or discrepancy among teachers and applied the procedure of initial, axial, and selective coding (Friedman, 2012) to open-ended survey responses and interview transcripts to identify trends and refine themes. Findings show that teachers recognized the benefits of building language and cultural awareness. Despite limited time, training, and resources to implement such pedagogy, they included different languages and cultures in instruction. We present their practices, focusing in particular on three distinct approaches, and discuss implications for promoting pre-primary plurilingual and (inter)cultural education.
{"title":"“I want children to see that their languages are respected”","authors":"Veronika Timpe-Laughlin, Lorraine Sova, Michelle Kim","doi":"10.1075/ltyl.00049.tim","DOIUrl":"https://doi.org/10.1075/ltyl.00049.tim","url":null,"abstract":"\u0000 Demand for an understanding and appreciation of linguistic and cultural diversity in educational contexts has\u0000 intensified, given increasing levels of globalization. Moreover, guidelines from educational agencies (e.g., United Nations, 2015b; U.S. Department of Education, 2017) as\u0000 well as state-level preschool teaching standards call for raising awareness of languages, cultures, and diversity beginning in\u0000 early childhood. However, limited research in that area suggests most U.S. pre-primary teachers are monolingual English speakers\u0000 (Espinosa & Crandell, 2021). Additionally, professional development and\u0000 instructional programs on language and cultural awareness in pre-primary classrooms are rare (Kearney & Barbour, 2015). These observations raise the question as to how pre-primary educators promote linguistic\u0000 and cultural diversity in their classrooms.\u0000 This study explores world language learning practices in state-licensed, Northeastern U.S. pre-primary schools. We\u0000 administered an online survey about world language learning resources, pedagogical approaches, and classroom practices to 138\u0000 pre-primary educators and conducted individual, semi-structured interviews with 15 of the teachers. We calculated frequency\u0000 distributions for survey items to determine consensus or discrepancy among teachers and applied the procedure of initial, axial,\u0000 and selective coding (Friedman, 2012) to open-ended survey responses and interview\u0000 transcripts to identify trends and refine themes. Findings show that teachers recognized the benefits of building language and\u0000 cultural awareness. Despite limited time, training, and resources to implement such pedagogy, they included different\u0000 languages and cultures in instruction. We present their practices, focusing in particular on three distinct approaches, and\u0000 discuss implications for promoting pre-primary plurilingual and (inter)cultural education.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Pinter (2023): Engaging children in applied linguistics research","authors":"Meifang Zhuo","doi":"10.1075/ltyl.00051.zhu","DOIUrl":"https://doi.org/10.1075/ltyl.00051.zhu","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Valente & Xerri (2023): Innovative Practices in Early English Language Education","authors":"Melike Unal Gezer","doi":"10.1075/ltyl.00047.gez","DOIUrl":"https://doi.org/10.1075/ltyl.00047.gez","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Valente & Xerri (2023): Innovative Practices in Early English Language Education","authors":"Melike Unal Gezer","doi":"10.1075/ltyl.00047.gez","DOIUrl":"https://doi.org/10.1075/ltyl.00047.gez","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extensive reading (ER), which refers to reading a lot of often self-selected material for information, overall meaning, pleasure, and enjoyment, has been growing in popularity in Asia as an effective way for English as a foreign language (EFL) students to improve reading skills and has provided opportunities for comprehensible input (Nation & Waring, 2013). The focus of this action research (AR) project is on young EFL learners in a private language school setting without a grading system. Therefore, it is important that students be intrinsically motivated to read for the school’s ER program to be successful, specifically, the motivation to check out and read books from a school library. Furthermore, this AR project sought to find whether certain methods can increase students’ intrinsic motivation to read. The research methods include questionnaires, student voice recordings, and empirical data on book-borrowing behaviors. The findings show that indirect, rather than direct, teacher recommendation of books seems to be the most effective method to increase intrinsic motivation to do ER.
{"title":"Children and extensive reading motivation","authors":"Lesley Ito","doi":"10.1075/ltyl.00046.ito","DOIUrl":"https://doi.org/10.1075/ltyl.00046.ito","url":null,"abstract":"\u0000Extensive reading (ER), which refers to reading a lot of often self-selected material for information, overall meaning, pleasure, and enjoyment, has been growing in popularity in Asia as an effective way for English as a foreign language (EFL) students to improve reading skills and has provided opportunities for comprehensible input (Nation & Waring, 2013). The focus of this action research (AR) project is on young EFL learners in a private language school setting without a grading system. Therefore, it is important that students be intrinsically motivated to read for the school’s ER program to be successful, specifically, the motivation to check out and read books from a school library. Furthermore, this AR project sought to find whether certain methods can increase students’ intrinsic motivation to read. The research methods include questionnaires, student voice recordings, and empirical data on book-borrowing behaviors. The findings show that indirect, rather than direct, teacher recommendation of books seems to be the most effective method to increase intrinsic motivation to do ER.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extensive reading (ER), which refers to reading a lot of often self-selected material for information, overall meaning, pleasure, and enjoyment, has been growing in popularity in Asia as an effective way for English as a foreign language (EFL) students to improve reading skills and has provided opportunities for comprehensible input (Nation & Waring, 2013). The focus of this action research (AR) project is on young EFL learners in a private language school setting without a grading system. Therefore, it is important that students be intrinsically motivated to read for the school’s ER program to be successful, specifically, the motivation to check out and read books from a school library. Furthermore, this AR project sought to find whether certain methods can increase students’ intrinsic motivation to read. The research methods include questionnaires, student voice recordings, and empirical data on book-borrowing behaviors. The findings show that indirect, rather than direct, teacher recommendation of books seems to be the most effective method to increase intrinsic motivation to do ER.
{"title":"Children and extensive reading motivation","authors":"Lesley Ito","doi":"10.1075/ltyl.00046.ito","DOIUrl":"https://doi.org/10.1075/ltyl.00046.ito","url":null,"abstract":"\u0000Extensive reading (ER), which refers to reading a lot of often self-selected material for information, overall meaning, pleasure, and enjoyment, has been growing in popularity in Asia as an effective way for English as a foreign language (EFL) students to improve reading skills and has provided opportunities for comprehensible input (Nation & Waring, 2013). The focus of this action research (AR) project is on young EFL learners in a private language school setting without a grading system. Therefore, it is important that students be intrinsically motivated to read for the school’s ER program to be successful, specifically, the motivation to check out and read books from a school library. Furthermore, this AR project sought to find whether certain methods can increase students’ intrinsic motivation to read. The research methods include questionnaires, student voice recordings, and empirical data on book-borrowing behaviors. The findings show that indirect, rather than direct, teacher recommendation of books seems to be the most effective method to increase intrinsic motivation to do ER.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139862877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study of Shakespeare in secondary school literature classes remains a global phenomenon across L2 contexts. Understanding said spaces is important, as the study of Shakespeare is known to expand learner knowledge of normative conventions of academic literacy – this, in service of building the cultural and linguistic capital necessary for learners to succeed on their own terms. However, little is known about how best to research this context so as to assist language learners with their academic literacy needs. To address this gap, this study employs thought modeling – an analytic tool informed by complex dynamic systems theory – to investigate the teaching and learning environment of seven secondary school ESL programs in the Canadian province of Ontario. Mining the educational experiences of 106 participants, this research explores five primary components of the educational landscape: conditions, timescales, interactions, artifacts, and agents. Thematic analyses and descriptive statistical analyses were performed on a dataset comprised of surveys and interviews. This study initiates a framework for continuing research into L2 secondary school Shakespeare studies by identifying and describing substantive avenues of research (i.e., control parameters) informing conditions for best practice and highlights thought modeling as an effective analytic framework for understanding educational dynamics.
{"title":"Surveying L2 Shakespeare studies in Canadian secondary schools","authors":"Gary G. Fogal","doi":"10.1075/ltyl.00045.fog","DOIUrl":"https://doi.org/10.1075/ltyl.00045.fog","url":null,"abstract":"\u0000 The study of Shakespeare in secondary school literature classes remains a global phenomenon across L2 contexts.\u0000 Understanding said spaces is important, as the study of Shakespeare is known to expand learner knowledge of normative conventions\u0000 of academic literacy – this, in service of building the cultural and linguistic capital necessary for learners to succeed on their\u0000 own terms. However, little is known about how best to research this context so as to assist language learners with their academic\u0000 literacy needs. To address this gap, this study employs thought modeling – an analytic tool informed by complex dynamic systems\u0000 theory – to investigate the teaching and learning environment of seven secondary school ESL programs in the Canadian province of\u0000 Ontario. Mining the educational experiences of 106 participants, this research explores five primary components of the educational\u0000 landscape: conditions, timescales, interactions, artifacts, and agents. Thematic analyses and descriptive statistical analyses\u0000 were performed on a dataset comprised of surveys and interviews. This study initiates a framework for continuing research into L2\u0000 secondary school Shakespeare studies by identifying and describing substantive avenues of research (i.e., control parameters)\u0000 informing conditions for best practice and highlights thought modeling as an effective analytic framework for understanding\u0000 educational dynamics.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katja Mäntylä, Anssi Roiha, H. Dufva, Heini-Marja Pakula
Vocabulary acquisition of young foreign language learners is an understudied topic. This study examines how early foreign language textbooks in Finland present and practise vocabulary. Moreover, studying textbooks is essential as they guide teachers’ actions and pupils’ perceptions of what is central in learning and how one should learn. We examined five different textbooks used in Finland for early foreign language learning. The languages covered were English, French, German, Swedish and Spanish. We analysed how the textbooks presented vocabulary using Thornbury’s (2002) classification as a basis. In particular, we looked at how the books took into account pupils’ existing linguistic resources, how they introduced and attempted to consolidate new vocabulary, what aspects of vocabulary knowledge were emphasised, what the role of formulaic sequences was, and if there were differences between the textbooks of different languages. The results showed that even though the textbooks had versatile exercises, there was a lack of progression and consolidating activities. Moreover, it seems that the textbooks do not largely aim at learner agency or translanguaging for vocabulary learning. Therefore, the examined textbooks for early foreign language learning in Finland are not fully in line with current understanding of vocabulary learning and language learning in general.
{"title":"Vocabulary learning in Finnish early foreign language learning textbooks","authors":"Katja Mäntylä, Anssi Roiha, H. Dufva, Heini-Marja Pakula","doi":"10.1075/ltyl.00044.man","DOIUrl":"https://doi.org/10.1075/ltyl.00044.man","url":null,"abstract":"\u0000 Vocabulary acquisition of young foreign language learners is an understudied topic. This study examines how early\u0000 foreign language textbooks in Finland present and practise vocabulary. Moreover, studying textbooks is essential as they guide\u0000 teachers’ actions and pupils’ perceptions of what is central in learning and how one should learn. We examined five different\u0000 textbooks used in Finland for early foreign language learning. The languages covered were English, French, German, Swedish and\u0000 Spanish. We analysed how the textbooks presented vocabulary using Thornbury’s (2002)\u0000 classification as a basis. In particular, we looked at how the books took into account pupils’ existing linguistic resources, how\u0000 they introduced and attempted to consolidate new vocabulary, what aspects of vocabulary knowledge were emphasised, what the role\u0000 of formulaic sequences was, and if there were differences between the textbooks of different languages. The results showed that\u0000 even though the textbooks had versatile exercises, there was a lack of progression and consolidating activities. Moreover, it\u0000 seems that the textbooks do not largely aim at learner agency or translanguaging for vocabulary learning. Therefore, the examined\u0000 textbooks for early foreign language learning in Finland are not fully in line with current understanding of vocabulary learning\u0000 and language learning in general.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interaction is recognised as an important contributor to language learning but in many classrooms opportunities to interact meaningfully are limited. This situation can be addressed when teachers make decisions about adapting the materials they are working with. The result is likely to be learners who are more engaged in multiple ways and who therefore learn more effectively. This article reports on a two-phase investigation of English language learning in Grade 5 classes in Vietnam. In the first phase, twenty-one classes were observed to form an understanding of standard practices in these classes. In the second phase, a small, replicable adaptation of coursebook material was made and implemented with an intervention class for one semester. Three dimensions of engagement were investigated, and on each learners in the intervention class were considerably more engaged than in the comparison class, or in the first phase classes. This study demonstrates what it is possible to achieve through a small coursebook innovation.
{"title":"Engagement in oral production","authors":"Le Hong Phuong Thao, John Macalister","doi":"10.1075/ltyl.00042.eng","DOIUrl":"https://doi.org/10.1075/ltyl.00042.eng","url":null,"abstract":"\u0000Interaction is recognised as an important contributor to language learning but in many classrooms opportunities to interact meaningfully are limited. This situation can be addressed when teachers make decisions about adapting the materials they are working with. The result is likely to be learners who are more engaged in multiple ways and who therefore learn more effectively. This article reports on a two-phase investigation of English language learning in Grade 5 classes in Vietnam. In the first phase, twenty-one classes were observed to form an understanding of standard practices in these classes. In the second phase, a small, replicable adaptation of coursebook material was made and implemented with an intervention class for one semester. Three dimensions of engagement were investigated, and on each learners in the intervention class were considerably more engaged than in the comparison class, or in the first phase classes. This study demonstrates what it is possible to achieve through a small coursebook innovation.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hamish Chalmers, Faidra Faitaki, Victoria A. Murphy
We report a priority setting partnership (PSP), which sought to establish the priorities for new research among research users (educators, parents, and learners) in the field of English as an Additional Language (EAL). A steering committee consisting of members of these research user groups was established to oversee the project. An online ‘uncertainty questionnaire’ was distributed to research users inviting them to identify areas of their practice about which they are uncertain. These ‘raw’ uncertainties were consolidated and converted into a list of research questions, which was then distributed to the same groups to rank in order of priority. The 25 highest ranked questions were then discussed and debated in a workshop, consisting of research user representatives, to collectively and democratically produce a final Top 10 list of questions. The Top 10 shows what EAL research users regard as priorities, which we hope will inform research agendas and funding decisions.
{"title":"Setting research priorities for English as an Additional Language","authors":"Hamish Chalmers, Faidra Faitaki, Victoria A. Murphy","doi":"10.1075/ltyl.00043.set","DOIUrl":"https://doi.org/10.1075/ltyl.00043.set","url":null,"abstract":"\u0000We report a priority setting partnership (PSP), which sought to establish the priorities for new research among research users (educators, parents, and learners) in the field of English as an Additional Language (EAL). A steering committee consisting of members of these research user groups was established to oversee the project. An online ‘uncertainty questionnaire’ was distributed to research users inviting them to identify areas of their practice about which they are uncertain. These ‘raw’ uncertainties were consolidated and converted into a list of research questions, which was then distributed to the same groups to rank in order of priority. The 25 highest ranked questions were then discussed and debated in a workshop, consisting of research user representatives, to collectively and democratically produce a final Top 10 list of questions. The Top 10 shows what EAL research users regard as priorities, which we hope will inform research agendas and funding decisions.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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