Reduced student engagement in formal instruction is a problem that pervades classrooms across the educational spectrum. Students have been shown to commonly experience the negative emotions of boredom and inattentiveness (Bunce, Flens, & Neiles, 2010; Mann & Robinson, 2009; Young, Robinson, & Alberts, 2011) as well as vigilance decrement (Grier et al., 2003). Studies have revealed that more than 40% of high-school students usually remain disengaged from learning (Usher and Kober, 2012) and few (as little as 8%) reach a developmental level characterized by intrinsic motivation, attention, and effort (Lawson & Masyn, 2015; Scherrer & Preckel, 2018). Because student interest in the instructional topics and pedagogical activities rapidly decreases or is completely lost, students withdraw their attention from instruction in favor of off-task behaviors such as daydreaming, doodling, or inappropriate use of technology (Adams, 2006; Bugeja, 2007; Fink, 2010; Gilroy, 2004; Nworie & Haughton, 2008). Despite teachers’ best efforts, maintaining high levels of student interest during class time and avoiding disengagement from the learning process constitutes a challenging pedagogical endeavor, particularly in the context of classroom discussions and lectures (Lemke, 1990; Nunn, 1996).
{"title":"Toward a Curiosity Mindset: Reframing the Problem of Student Disengagement from Classroom Instruction","authors":"Alandeon W. Oliveira, R. Lathrop","doi":"10.31757/euer.535","DOIUrl":"https://doi.org/10.31757/euer.535","url":null,"abstract":"Reduced student engagement in formal instruction is a problem that pervades classrooms across the educational spectrum. Students have been shown to commonly experience the negative emotions of boredom and inattentiveness (Bunce, Flens, & Neiles, 2010; Mann & Robinson, 2009; Young, Robinson, & Alberts, 2011) as well as vigilance decrement (Grier et al., 2003). Studies have revealed that more than 40% of high-school students usually remain disengaged from learning (Usher and Kober, 2012) and few (as little as 8%) reach a developmental level characterized by intrinsic motivation, attention, and effort (Lawson & Masyn, 2015; Scherrer & Preckel, 2018). Because student interest in the instructional topics and pedagogical activities rapidly decreases or is completely lost, students withdraw their attention from instruction in favor of off-task behaviors such as daydreaming, doodling, or inappropriate use of technology (Adams, 2006; Bugeja, 2007; Fink, 2010; Gilroy, 2004; Nworie & Haughton, 2008). Despite teachers’ best efforts, maintaining high levels of student interest during class time and avoiding disengagement from the learning process constitutes a challenging pedagogical endeavor, particularly in the context of classroom discussions and lectures (Lemke, 1990; Nunn, 1996).","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125499155","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}
: In the context of a rapid digital transformation, digital competence is now regarded as a fourth cultural skill complementing reading, writing, and arithmetic. We argue that a well-structured and sound competence model is needed as a shared foundation for learning, teaching, pedagogical diagnostics and evaluative schemes in the school system. Every competence model should build upon a consistent, theoretically sound framework for teaching and learning. We consequently develop a competence model for digital competence by drawing on the concept of computational thinking as well as on general learning taxonomies. By combining different knowledge and process dimensions with essential facets of computational thinking a cube model of digital competence can be constructed. Hence, we develop and substantiate a structure model for digital competence building upon the concept of computational thinking that goes beyond the existing frameworks only focusing on the subject-related context and present this for discussion. The next step would then be to supplement the structure model with specific learning objectives, so that developing approaches to teaching and learning digital competence has a sound basis.
{"title":"Modelling Digital Competence by Combining Computational Thinking with General Learning Taxonomies","authors":"Claudia Schreiner, C. Wiesner","doi":"10.31757/euer.612","DOIUrl":"https://doi.org/10.31757/euer.612","url":null,"abstract":": In the context of a rapid digital transformation, digital competence is now regarded as a fourth cultural skill complementing reading, writing, and arithmetic. We argue that a well-structured and sound competence model is needed as a shared foundation for learning, teaching, pedagogical diagnostics and evaluative schemes in the school system. Every competence model should build upon a consistent, theoretically sound framework for teaching and learning. We consequently develop a competence model for digital competence by drawing on the concept of computational thinking as well as on general learning taxonomies. By combining different knowledge and process dimensions with essential facets of computational thinking a cube model of digital competence can be constructed. Hence, we develop and substantiate a structure model for digital competence building upon the concept of computational thinking that goes beyond the existing frameworks only focusing on the subject-related context and present this for discussion. The next step would then be to supplement the structure model with specific learning objectives, so that developing approaches to teaching and learning digital competence has a sound basis.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122337435","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}
: While we argue that difference and diversity are essential elements of the education process, we keep one area an utterly separate area: Special education. This area is left as a mysterious closed box with many undiscovered differences. While it is clear that there is behavioral pressure on special education, there are also opinions that claim the opposite. However, it is noteworthy that the views are not reflected in the implementation process. The fact that theory and practice are progressing in different lanes should attract the attention of educators. This study sought evidence for the idea that "a constructivist approach for special education offers a suitable learning environment." This study may be a step to stop defining everything we cannot discover as the other. The problem was discussed by blending it with pro and opposing views. Considering that the study contains a deep synthesis of thoughts, it will also trigger new deep discussions.
{"title":"Examination of Special Education with Constructivism: A Theoretical and Review Study","authors":"Seda Özer Şanal, M. Erdem","doi":"10.31757/euer.611","DOIUrl":"https://doi.org/10.31757/euer.611","url":null,"abstract":": While we argue that difference and diversity are essential elements of the education process, we keep one area an utterly separate area: Special education. This area is left as a mysterious closed box with many undiscovered differences. While it is clear that there is behavioral pressure on special education, there are also opinions that claim the opposite. However, it is noteworthy that the views are not reflected in the implementation process. The fact that theory and practice are progressing in different lanes should attract the attention of educators. This study sought evidence for the idea that \"a constructivist approach for special education offers a suitable learning environment.\" This study may be a step to stop defining everything we cannot discover as the other. The problem was discussed by blending it with pro and opposing views. Considering that the study contains a deep synthesis of thoughts, it will also trigger new deep discussions.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121653691","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}
: Lifelong learning, which is an uninterrupted learning approach, means that individuals learn to adapt to changing social, cultural, technological, or economic conditions, and thus advance their lives. Educating individuals as lifelong learners for their equal participation in society is an important educational ideal. For these reasons, it is important to investigate the variables that will facilitate individuals to adopt lifelong learning. The study aimed to reveal experimental results about how positive self-appraisal in problem solving will create a motivation on lifelong learning tendency. In this study conducted on high school students, it was first examined whether the change in perceptions of problem solving and lifelong learning differed according to gender, and then the relationship between these two variables was aimed to be revealed. This study offers important implications about the effect of problem-solving self-appraisal on lifelong learning disposition. According to the findings, individuals with high problem-solving self-evaluation are more inclined toward lifelong learning. for approach-avoidance ; .789 for personal control ; .963 and for the whole scale. High scores obtained from the scale indicate that the individual perceives himself/herself as inadequate in terms of problem-solving skills Şahin, Heppner, 1993). The other scale used in the research is the Lifelong Learning Trends Scale developed by Erdoğan and Arsal (2016). The Lifelong Learning Tendency Scale is a 5-point Likert-type scale consisting of 17 items. The scale consists of willingness to learn and openness to improvement sub-dimensions and was developed to determine students' lifelong learning tendencies. The Cronbach-alpha coefficients of the sub-dimensions are as follows, respectively: .940 for willingness to learn ; .931 for openness to improvement and .962 for the whole scale.
{"title":"Examining the Relationship between High School Students' Lifelong Learning Tendencies and Problem Solving Self-Appraisal","authors":"Erkan Tabancalı, Gülay Öngel","doi":"10.31757/euer.534","DOIUrl":"https://doi.org/10.31757/euer.534","url":null,"abstract":": Lifelong learning, which is an uninterrupted learning approach, means that individuals learn to adapt to changing social, cultural, technological, or economic conditions, and thus advance their lives. Educating individuals as lifelong learners for their equal participation in society is an important educational ideal. For these reasons, it is important to investigate the variables that will facilitate individuals to adopt lifelong learning. The study aimed to reveal experimental results about how positive self-appraisal in problem solving will create a motivation on lifelong learning tendency. In this study conducted on high school students, it was first examined whether the change in perceptions of problem solving and lifelong learning differed according to gender, and then the relationship between these two variables was aimed to be revealed. This study offers important implications about the effect of problem-solving self-appraisal on lifelong learning disposition. According to the findings, individuals with high problem-solving self-evaluation are more inclined toward lifelong learning. for approach-avoidance ; .789 for personal control ; .963 and for the whole scale. High scores obtained from the scale indicate that the individual perceives himself/herself as inadequate in terms of problem-solving skills Şahin, Heppner, 1993). The other scale used in the research is the Lifelong Learning Trends Scale developed by Erdoğan and Arsal (2016). The Lifelong Learning Tendency Scale is a 5-point Likert-type scale consisting of 17 items. The scale consists of willingness to learn and openness to improvement sub-dimensions and was developed to determine students' lifelong learning tendencies. The Cronbach-alpha coefficients of the sub-dimensions are as follows, respectively: .940 for willingness to learn ; .931 for openness to improvement and .962 for the whole scale.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131369390","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}
: As the source of an individual’s learning, listening and reading skills are also a prior condition to use speaking and writing skills. Therefore, eliminating the problems encountered in these skills is also important for the development of other skills. In this study, the aim is to determine the listening and reading anxiety levels of students and the relationship between them in terms of various variables during the Covid-19 pandemic which has been emphasized in various studies to cause learning losses. In accordance with the stated aim, the target population of the research consists of secondary school students. Data from the participants were collected with the use of the Listening Anxiety Scale for Secondary School Students and the Reading Anxiety Scale, and the SPSS program was used to analyze the data. As a result, it was determined that listening anxiety levels of the participants were moderate and reading anxiety levels were low, and there was a positive and significant relationship between the listening and reading anxiety levels of secondary school students. difference in favor of male results the the meaning-making of
{"title":"A Correlational Study: Listening and Reading Anxiety of Turkish Children During the Covid-19 Pandemic","authors":"Deniz Melanlıoğlu, Mehmet Katrancı","doi":"10.31757/euer.533","DOIUrl":"https://doi.org/10.31757/euer.533","url":null,"abstract":": As the source of an individual’s learning, listening and reading skills are also a prior condition to use speaking and writing skills. Therefore, eliminating the problems encountered in these skills is also important for the development of other skills. In this study, the aim is to determine the listening and reading anxiety levels of students and the relationship between them in terms of various variables during the Covid-19 pandemic which has been emphasized in various studies to cause learning losses. In accordance with the stated aim, the target population of the research consists of secondary school students. Data from the participants were collected with the use of the Listening Anxiety Scale for Secondary School Students and the Reading Anxiety Scale, and the SPSS program was used to analyze the data. As a result, it was determined that listening anxiety levels of the participants were moderate and reading anxiety levels were low, and there was a positive and significant relationship between the listening and reading anxiety levels of secondary school students. difference in favor of male results the the meaning-making of","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116534622","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}
Gurmak Singh, C. Loomis, Christina Dimakos, Blaise Y. O’Malley, Sylvie Lamont, Janette Pelletier, Brian D. Christens, Carrie Wright, R. Peters
: Influencers are individuals or entities that meaningfully contribute through a socially constructed process to the formation of educational aspirations and possibly to their attainment. The effect of a specific influencer may differ within the context of multiple influencers. The aim of the current mixed methods study was to investigate how various influencers shape the development of educational aspirations and may contribute to goal setting and eventual attainment of an early aspiration. One-on-one, semi-structured interviews were conducted with 44 participants who attended high school in Ontario, Canada. Most participants identified as Canadian (54.5%) with a mean age of 29 years and median income of $48,504 Canadian Dollars. Participants were asked about the educational aspirations they had in high school. Retrospective accounts provided the opportunity to ask in the interviews not only who the influencers were but also if aspirations were pursued, changed, or attained. Coding and thematic analysis revealed 11 categories of influencers. Further analysis revealed that individuals with a diverse set of influencers attained their educational goals with an important exception. Young adults with 3 – 5 types of influencers were the largest percentage (61.9%) who achieved their goals, whereas among those with 1, 2, or more than 5 influencers only 21.7% achieved their aspirations. Two influencers that have received little empirical attention emerged: Self and Society/Culture. Findings have implications for encouraging young people and influencers to consider not only how parents and teachers affect educational aspirations but also the composition and size of socio-educational networks.
{"title":"It Takes Less than a Village to Influence Educational Aspirations and Attainment","authors":"Gurmak Singh, C. Loomis, Christina Dimakos, Blaise Y. O’Malley, Sylvie Lamont, Janette Pelletier, Brian D. Christens, Carrie Wright, R. Peters","doi":"10.31757/euer.523","DOIUrl":"https://doi.org/10.31757/euer.523","url":null,"abstract":": Influencers are individuals or entities that meaningfully contribute through a socially constructed process to the formation of educational aspirations and possibly to their attainment. The effect of a specific influencer may differ within the context of multiple influencers. The aim of the current mixed methods study was to investigate how various influencers shape the development of educational aspirations and may contribute to goal setting and eventual attainment of an early aspiration. One-on-one, semi-structured interviews were conducted with 44 participants who attended high school in Ontario, Canada. Most participants identified as Canadian (54.5%) with a mean age of 29 years and median income of $48,504 Canadian Dollars. Participants were asked about the educational aspirations they had in high school. Retrospective accounts provided the opportunity to ask in the interviews not only who the influencers were but also if aspirations were pursued, changed, or attained. Coding and thematic analysis revealed 11 categories of influencers. Further analysis revealed that individuals with a diverse set of influencers attained their educational goals with an important exception. Young adults with 3 – 5 types of influencers were the largest percentage (61.9%) who achieved their goals, whereas among those with 1, 2, or more than 5 influencers only 21.7% achieved their aspirations. Two influencers that have received little empirical attention emerged: Self and Society/Culture. Findings have implications for encouraging young people and influencers to consider not only how parents and teachers affect educational aspirations but also the composition and size of socio-educational networks.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127647358","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}
: The Covid-19 pandemic, which affected all areas of life, also continues to affect addiction situations. The present study was conducted to investigate the relationships among self-alienation, fear of Covid-19 and smartphone addiction. Within the scope of the research, 4 hypotheses were tested within the quantitative design. Using the “Structural Equation Model” (SEM), the mediating role of “Self-alienation” between “Fear of Covid-19” and “Smartphone Addiction” was examined. This study included 619 university students who were enrolled in the 2021-2022 academic year. These students were 429 (69.3%) female and 190 (30.7%) male. Participants are studying via distance education. Data were obtained with “Personal Information Form”, “Fear of Covid-19 Scale”, “Alienation Scale” and “Smartphone Addiction Scale”. As a result of the research, the mediating role of self-alienation was found. In addition, the participants got high level scores of “Fear of Covid-19”, “Self-alienation” and “Smartphone Addiction”, due to the epidemic.
{"title":"The Mediating Role of Self-Alienation between Fear of Covid-19 and Smartphone Addiction","authors":"H. Özok, Gamze Mukba, Volkan Tayiz","doi":"10.31757/euer.531","DOIUrl":"https://doi.org/10.31757/euer.531","url":null,"abstract":": The Covid-19 pandemic, which affected all areas of life, also continues to affect addiction situations. The present study was conducted to investigate the relationships among self-alienation, fear of Covid-19 and smartphone addiction. Within the scope of the research, 4 hypotheses were tested within the quantitative design. Using the “Structural Equation Model” (SEM), the mediating role of “Self-alienation” between “Fear of Covid-19” and “Smartphone Addiction” was examined. This study included 619 university students who were enrolled in the 2021-2022 academic year. These students were 429 (69.3%) female and 190 (30.7%) male. Participants are studying via distance education. Data were obtained with “Personal Information Form”, “Fear of Covid-19 Scale”, “Alienation Scale” and “Smartphone Addiction Scale”. As a result of the research, the mediating role of self-alienation was found. In addition, the participants got high level scores of “Fear of Covid-19”, “Self-alienation” and “Smartphone Addiction”, due to the epidemic.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130287754","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}
: This case study aims to examine the difficulties, and the ways to cope with these difficulties or the solution proposals for coping faced by middle school mathematics teachers during the Emergency Remote Education (ERE). The participants consisted of four online focus groups with eighteen mathematics teachers working in middle schools in Turkey. The data was collected semi-structured interviews. The data was analyzed the thematic approach. According to the findings, the teachers faced difficulties caused by students, teachers, infrastructure, schedule and curriculum, parents, and nature of mathematics. The difficulties were virtual classroom management, participation, and interest/motivation (caused by student), communication/interaction, measurement and evaluation, ICT competencies, and privacy (caused by teacher), device and internet deficiencies (caused by Infrastructure), supporting roles and supervising roles (caused by parents), Schedule and curriculum, and Nature of mathematics. Teachers were able to cope with difficulties by banning/restricting, contacting parents, paying attention to the arrangement of scheduled hours, making additional courses, sending additional lesson documents, and organizing different learning activities, rules, face-to-face homework checks, and face-to-face exams, adhering to the lesson time in the schedule determined by the school administration. The limitations of the study and implications for future research were discussed. questions about MTs' difficulties with distance education during the Covid-19 process and solutions. The opinions of four experts, two of whom are studying distance education, two of whom were studying mathematical education, and a math teacher, were taken on the instrument to ensure the validity of the instrument. The instrument, which had been modified in accordance with expert recommendations, was ready to collect data.The semi-structured interviews form for the focus groups was tested and revised in a pilot focus online group with three MTs.
{"title":"Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties","authors":"Vildan Donmuş Kaya, Ebru Kükey","doi":"10.31757/euer.525","DOIUrl":"https://doi.org/10.31757/euer.525","url":null,"abstract":": This case study aims to examine the difficulties, and the ways to cope with these difficulties or the solution proposals for coping faced by middle school mathematics teachers during the Emergency Remote Education (ERE). The participants consisted of four online focus groups with eighteen mathematics teachers working in middle schools in Turkey. The data was collected semi-structured interviews. The data was analyzed the thematic approach. According to the findings, the teachers faced difficulties caused by students, teachers, infrastructure, schedule and curriculum, parents, and nature of mathematics. The difficulties were virtual classroom management, participation, and interest/motivation (caused by student), communication/interaction, measurement and evaluation, ICT competencies, and privacy (caused by teacher), device and internet deficiencies (caused by Infrastructure), supporting roles and supervising roles (caused by parents), Schedule and curriculum, and Nature of mathematics. Teachers were able to cope with difficulties by banning/restricting, contacting parents, paying attention to the arrangement of scheduled hours, making additional courses, sending additional lesson documents, and organizing different learning activities, rules, face-to-face homework checks, and face-to-face exams, adhering to the lesson time in the schedule determined by the school administration. The limitations of the study and implications for future research were discussed. questions about MTs' difficulties with distance education during the Covid-19 process and solutions. The opinions of four experts, two of whom are studying distance education, two of whom were studying mathematical education, and a math teacher, were taken on the instrument to ensure the validity of the instrument. The instrument, which had been modified in accordance with expert recommendations, was ready to collect data.The semi-structured interviews form for the focus groups was tested and revised in a pilot focus online group with three MTs.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123390702","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}
: The world of applied linguistics and the profession of foreign language teaching needs to finally sweep away the notion of “Native Speaker” (NS) and the deficit perspective surrounding foreign language learners. We argue that Positive Psychology is a source of inspiration for a new and more positive perspective on foreign language learners and users. Rather than obsessing about negative aspects of life, Positive Psychologists defend a more holistic perspective. By transforming the view of learners as failed “NS” of the target language to that of increasingly competent and happy users of a foreign language would lift a huge burden from the shoulders of foreign language learners and their teachers alike. We argue that the unexpected longevity and ubiquity of the NS in the foreign language teaching profession have deep historical roots in linguistics and culture, and that only a radical paradigm shift can dislodge it.
{"title":"Positive Psychology can help overcome the pernicious native speaker ideology","authors":"Jean–Marc Dewaele, Kazuya Saito","doi":"10.31757/euer.526","DOIUrl":"https://doi.org/10.31757/euer.526","url":null,"abstract":": The world of applied linguistics and the profession of foreign language teaching needs to finally sweep away the notion of “Native Speaker” (NS) and the deficit perspective surrounding foreign language learners. We argue that Positive Psychology is a source of inspiration for a new and more positive perspective on foreign language learners and users. Rather than obsessing about negative aspects of life, Positive Psychologists defend a more holistic perspective. By transforming the view of learners as failed “NS” of the target language to that of increasingly competent and happy users of a foreign language would lift a huge burden from the shoulders of foreign language learners and their teachers alike. We argue that the unexpected longevity and ubiquity of the NS in the foreign language teaching profession have deep historical roots in linguistics and culture, and that only a radical paradigm shift can dislodge it.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125945889","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}
This text explores roles that radical empathy and profound interruptions play in altering prospective teachers’ thinking and practices. Linking these concepts, I demonstrate how three teacher candidates drew on intersectional experiences in volunteer work, reading fiction and non-fiction, viewing films of “heroic” teachers, and personal writing to understand the assets and possibilities of diversely populated youth in the United States whom they are being educated to serve. Each prospective teacher’s personal stories are coupled with insights gained from reading, film viewing, and interactions with students to showcase their development of fresh outlooks on low-income youth of color, contrasting those of many of their teachers.
{"title":"Recognizing All Students’ Assets: The Role of Profound Interruptions","authors":"Mary Louise Gomez","doi":"10.31757/euer.521","DOIUrl":"https://doi.org/10.31757/euer.521","url":null,"abstract":"This text explores roles that radical empathy and profound interruptions play in altering prospective teachers’ thinking and practices. Linking these concepts, I demonstrate how three teacher candidates drew on intersectional experiences in volunteer work, reading fiction and non-fiction, viewing films of “heroic” teachers, and personal writing to understand the assets and possibilities of diversely populated youth in the United States whom they are being educated to serve. Each prospective teacher’s personal stories are coupled with insights gained from reading, film viewing, and interactions with students to showcase their development of fresh outlooks on low-income youth of color, contrasting those of many of their teachers.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115577687","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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