Pub Date : 2023-11-07DOI: 10.1007/s42321-023-00159-4
Nima Almasifar, Farrokhlagha Heidari
{"title":"The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety","authors":"Nima Almasifar, Farrokhlagha Heidari","doi":"10.1007/s42321-023-00159-4","DOIUrl":"https://doi.org/10.1007/s42321-023-00159-4","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1007/s42321-023-00160-x
Amir Kardoust
{"title":"Fading in Teacher-Learner Scaffolding Interactions: a Case of Novice and Experienced Language Teachers","authors":"Amir Kardoust","doi":"10.1007/s42321-023-00160-x","DOIUrl":"https://doi.org/10.1007/s42321-023-00160-x","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1007/s42321-023-00153-w
Tatjana Bacovsky-Novak
Abstract Whilst researchers agree that the integration of content and language goals is the operative principle behind any successful CLIL programme, there is an ongoing debate over how we can best conceptualise this integration for practical use. A promising way of integrating content and language goals in CLIL teaching is foregrounding the subject/pluriliteracies skills relevant to the respective CLIL subjects, and using them as a guide to offer targeted language support and multimodal scaffolding measures. Yet the content teachers typically involved in CLIL programmes in Austria are seldom trained in subject literacy education or foreign language teaching methodology, which makes the task of translating a content and language integrated model into CLIL practice especially demanding. This becomes even more challenging at Austrian technical colleges, where CLIL programmes typically focus on highly specialised technical content subjects in which cognitive demand is high in terms of both content and language. To support teachers at technical colleges in implementing an integrated CLIL model, this project aims at developing a CLIL lesson planning tool that operationalises subject literacy for the context of technical colleges. Following a design-based research (DBR) approach, the tool is designed in collaboration with two novice CLIL teachers and tested in their respective subjects recycling technology and control engineering. Both the process and the outcome of this project offer new insights into CLIL lesson planning and vocational CLIL in general. The lesson planning tool itself holds the potential to improve CLIL practice in the often-neglected context of vocational CLIL, thus bridging the gap between theory and practice.
{"title":"Operationalising Pluriliteracies in a Lesson Planning Tool for Vocational CLIL Teachers","authors":"Tatjana Bacovsky-Novak","doi":"10.1007/s42321-023-00153-w","DOIUrl":"https://doi.org/10.1007/s42321-023-00153-w","url":null,"abstract":"Abstract Whilst researchers agree that the integration of content and language goals is the operative principle behind any successful CLIL programme, there is an ongoing debate over how we can best conceptualise this integration for practical use. A promising way of integrating content and language goals in CLIL teaching is foregrounding the subject/pluriliteracies skills relevant to the respective CLIL subjects, and using them as a guide to offer targeted language support and multimodal scaffolding measures. Yet the content teachers typically involved in CLIL programmes in Austria are seldom trained in subject literacy education or foreign language teaching methodology, which makes the task of translating a content and language integrated model into CLIL practice especially demanding. This becomes even more challenging at Austrian technical colleges, where CLIL programmes typically focus on highly specialised technical content subjects in which cognitive demand is high in terms of both content and language. To support teachers at technical colleges in implementing an integrated CLIL model, this project aims at developing a CLIL lesson planning tool that operationalises subject literacy for the context of technical colleges. Following a design-based research (DBR) approach, the tool is designed in collaboration with two novice CLIL teachers and tested in their respective subjects recycling technology and control engineering. Both the process and the outcome of this project offer new insights into CLIL lesson planning and vocational CLIL in general. The lesson planning tool itself holds the potential to improve CLIL practice in the often-neglected context of vocational CLIL, thus bridging the gap between theory and practice.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1007/s42321-023-00149-6
Chia-Ying Yang
Abstract This study explores localized language education—Daighi—in the plurilingual context of Taiwan focusing on the potential role that English might play in Daighi education, through a pluriliteracies lens. Research suggests that English is perceived as a threat to local languages like Daighi (Hong, 2002; Yang, 2020). However, this study proposes rethinking English as a resource that not only helps the maintenance of Daighi but also provides a potential opportunity to develop literacies across both languages. Twenty primary school Daighi teachers were interviewed with classroom observations as supplementary data. The research questions explore the role of English in Daighi classrooms: how it is perceived by Daighi teachers and used in practice. The findings indicate that English is seen as an important language that links to internationalization; in terms of English use in practice, it was observed that Daighi teachers draw on English as a resource to communicate, teach grammar, spelling, and pronunciation. English can therefore be (re)conceptualized as an important resource in Daighi learning and teaching. This calls for further research to explore the potential that a pluriliteracies approach may bring in order to benefit both languages and bridge threatened language learning and teaching through English, specifically in a plurilingual community such as Taiwan.
{"title":"英語在臺灣語言維護中的角色：是危機還是轉機？","authors":"Chia-Ying Yang","doi":"10.1007/s42321-023-00149-6","DOIUrl":"https://doi.org/10.1007/s42321-023-00149-6","url":null,"abstract":"Abstract This study explores localized language education—Daighi—in the plurilingual context of Taiwan focusing on the potential role that English might play in Daighi education, through a pluriliteracies lens. Research suggests that English is perceived as a threat to local languages like Daighi (Hong, 2002; Yang, 2020). However, this study proposes rethinking English as a resource that not only helps the maintenance of Daighi but also provides a potential opportunity to develop literacies across both languages. Twenty primary school Daighi teachers were interviewed with classroom observations as supplementary data. The research questions explore the role of English in Daighi classrooms: how it is perceived by Daighi teachers and used in practice. The findings indicate that English is seen as an important language that links to internationalization; in terms of English use in practice, it was observed that Daighi teachers draw on English as a resource to communicate, teach grammar, spelling, and pronunciation. English can therefore be (re)conceptualized as an important resource in Daighi learning and teaching. This calls for further research to explore the potential that a pluriliteracies approach may bring in order to benefit both languages and bridge threatened language learning and teaching through English, specifically in a plurilingual community such as Taiwan.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1007/s42321-023-00150-z
Jinsil Jang
{"title":"Young Migrants’ Pluriliteracies Practices in an After-School Program in South Korea","authors":"Jinsil Jang","doi":"10.1007/s42321-023-00150-z","DOIUrl":"https://doi.org/10.1007/s42321-023-00150-z","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1007/s42321-023-00151-y
Ana Llinares, Nashwa Nashaat-Sobhy
Abstract In Content and Language Integrated Learning (CLIL) contexts, when students are prompted to express content in a second language, they are expected to draw on their knowledge of the topic at hand and use linguistic resources they have learnt implicitly or explicitly in the content and/or language class. In some CLIL programs, while some students study academic subjects like history in the L2, other students study fewer and more practical subjects such as art. This is the case with high-exposure (HE) and low-exposure (LE) groups, respectively, in the Madrid bilingual secondary school programs. Thus, HE students are expected to perform better in the expression of academic content in the L2, but it is not clear if this is also the case when prompted to write about a topic that is not part of their curriculum. In this study, we compare the texts written by groups of CLIL students with different degrees of exposure to English (HE and LE) in response to a prompt on the Women’s Movement (Feminism) eliciting Cognitive Discourse Functions, such as defining or evaluating, among others. The aim of the study was to compare how HE and LE students make specialist-knowledge claims and use their voices in this topic, which they have not been instructed in, across different CDFs. Results show differences both across groups (HE and LE) and across CDFs, showing an advantage for knowledge transfer in the HE group.
{"title":"CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups","authors":"Ana Llinares, Nashwa Nashaat-Sobhy","doi":"10.1007/s42321-023-00151-y","DOIUrl":"https://doi.org/10.1007/s42321-023-00151-y","url":null,"abstract":"Abstract In Content and Language Integrated Learning (CLIL) contexts, when students are prompted to express content in a second language, they are expected to draw on their knowledge of the topic at hand and use linguistic resources they have learnt implicitly or explicitly in the content and/or language class. In some CLIL programs, while some students study academic subjects like history in the L2, other students study fewer and more practical subjects such as art. This is the case with high-exposure (HE) and low-exposure (LE) groups, respectively, in the Madrid bilingual secondary school programs. Thus, HE students are expected to perform better in the expression of academic content in the L2, but it is not clear if this is also the case when prompted to write about a topic that is not part of their curriculum. In this study, we compare the texts written by groups of CLIL students with different degrees of exposure to English (HE and LE) in response to a prompt on the Women’s Movement (Feminism) eliciting Cognitive Discourse Functions, such as defining or evaluating, among others. The aim of the study was to compare how HE and LE students make specialist-knowledge claims and use their voices in this topic, which they have not been instructed in, across different CDFs. Results show differences both across groups (HE and LE) and across CDFs, showing an advantage for knowledge transfer in the HE group.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1007/s42321-023-00154-9
Heejin Song, Olga Makinina, Jacqueline Ng
{"title":"Multiliteracies-Enhanced Practices as Empowerment Pedagogy for Teaching Transnational English Language Learners in a CLIL-Based EAP Course in Canada","authors":"Heejin Song, Olga Makinina, Jacqueline Ng","doi":"10.1007/s42321-023-00154-9","DOIUrl":"https://doi.org/10.1007/s42321-023-00154-9","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428113","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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