Jean–Marc Dewaele, Sarah Mercer, Kyle Talbot, Max von Blanckenburg
This quasi-experimental study investigates whether knowing that an English Foreign Language (EFL) teacher is a ‘native speaker’ (NS) or not may elicit implicit biases in judgements of teaching competence. Participants were 266 pre-service teachers studying in Graz (Austria) and Munchen (Germany). After watching the same identical 5-minute video of a teacher in front of a classroom, they were invited to rate her on four dimensions (language, teaching, assessment, communication) and asked whether they would love to have this person as an English teacher. Close to half of the participants were explicitly told that the teacher was a ‘NS’ and slightly over half that she was a ‘NNS’. No significant differences were found between both conditions. Multiple regression analyses showed that teaching skill was the strongest predictor of loving the teacher, followed by language skill. Analysis of feedback collected through an open question revealed that only a small minority of participants mentioned the words NS/NNS. These findings suggest that bias about ‘NS/NNS’ is minimal in this population. We conclude by pleading to retire the toxic terms ‘NS/NNS’ and to replace them with the ideologically neutral and more flexible dichotomy of first and foreign language (L1/LX) user (Dewaele 2018).
{"title":"Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?","authors":"Jean–Marc Dewaele, Sarah Mercer, Kyle Talbot, Max von Blanckenburg","doi":"10.1515/eujal-2019-0030","DOIUrl":"https://doi.org/10.1515/eujal-2019-0030","url":null,"abstract":"This quasi-experimental study investigates whether knowing that an English Foreign Language (EFL) teacher is a ‘native speaker’ (NS) or not may elicit implicit biases in judgements of teaching competence. Participants were 266 pre-service teachers studying in Graz (Austria) and Munchen (Germany). After watching the same identical 5-minute video of a teacher in front of a classroom, they were invited to rate her on four dimensions (language, teaching, assessment, communication) and asked whether they would love to have this person as an English teacher. Close to half of the participants were explicitly told that the teacher was a ‘NS’ and slightly over half that she was a ‘NNS’. No significant differences were found between both conditions. Multiple regression analyses showed that teaching skill was the strongest predictor of loving the teacher, followed by language skill. Analysis of feedback collected through an open question revealed that only a small minority of participants mentioned the words NS/NNS. These findings suggest that bias about ‘NS/NNS’ is minimal in this population. We conclude by pleading to retire the toxic terms ‘NS/NNS’ and to replace them with the ideologically neutral and more flexible dichotomy of first and foreign language (L1/LX) user (Dewaele 2018).","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"9 1","pages":"259 - 282"},"PeriodicalIF":1.5,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47119352","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}
Tanja Salem, Drorit Lengyel, Barbara Graßer, Elke G. Montanari
Abstract The cross-disciplinary research project ‘SprabiPiKs’ (‘Sprachbildungsprofis in mehrsprachigen Kitas’) – ‘Language education professionals in multilingual ECEC institutions’ – investigates a number of components related to the quality of interactions in multilingual early childhood education and care (ECEC). The project closely examines the interplay between the quality of interactions and pedagogical orientations on multilingualism, competencies of the professionals, and the conditions in ECEC facilities as well as in their neighbourhoods. To address the complexity, the sample consists of six childcare centres and their professionals. The project’s data collection method consists of interviews and group discussions with the professionals, videography of verbal interactions, and questionnaires on the conditions in the facilities and the neighbourhood. The objective is to contribute significantly to the understanding of the complex quality pattern in ECEC institutions from both an intercultural-educational and a linguistic perspective. Moreover, the project’s findings can be informative to enhance the quality of interactions with respect to the diverse linguistic backgrounds of children.
摘要跨学科研究项目“SprabiPiKs”（“Sprachbildungsprofis in mehrsprachigen Kitas”）——“多语言幼儿教育和护理机构的语言教育专业人员”——调查了与多语言幼儿早期教育和护理（ECEC）互动质量相关的许多组成部分。该项目仔细研究了互动质量和多语教学方向、专业人员的能力以及欧共体设施及其社区的条件之间的相互作用。为了解决复杂性，样本由六个儿童保育中心及其专业人员组成。该项目的数据收集方法包括与专业人员的访谈和小组讨论、言语互动的录像以及关于设施和社区条件的问卷调查。目的是从跨文化教育和语言的角度，为理解欧共体机构的复杂质量模式做出重大贡献。此外，该项目的研究结果可以为提高儿童不同语言背景的互动质量提供信息。
{"title":"Language education professionals in multilingual ECEC institutions – Sprach-bildungsprofis in mehrsprachigen Kitas","authors":"Tanja Salem, Drorit Lengyel, Barbara Graßer, Elke G. Montanari","doi":"10.1515/eujal-2019-0042","DOIUrl":"https://doi.org/10.1515/eujal-2019-0042","url":null,"abstract":"Abstract The cross-disciplinary research project ‘SprabiPiKs’ (‘Sprachbildungsprofis in mehrsprachigen Kitas’) – ‘Language education professionals in multilingual ECEC institutions’ – investigates a number of components related to the quality of interactions in multilingual early childhood education and care (ECEC). The project closely examines the interplay between the quality of interactions and pedagogical orientations on multilingualism, competencies of the professionals, and the conditions in ECEC facilities as well as in their neighbourhoods. To address the complexity, the sample consists of six childcare centres and their professionals. The project’s data collection method consists of interviews and group discussions with the professionals, videography of verbal interactions, and questionnaires on the conditions in the facilities and the neighbourhood. The objective is to contribute significantly to the understanding of the complex quality pattern in ECEC institutions from both an intercultural-educational and a linguistic perspective. Moreover, the project’s findings can be informative to enhance the quality of interactions with respect to the diverse linguistic backgrounds of children.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"8 1","pages":"127 - 142"},"PeriodicalIF":1.5,"publicationDate":"2020-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48640536","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}
Mirjam Günther-van der Meij, J. Duarte, Laura S. Nap
Abstract This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainly through the national language (Kroon & Spotti, 2011), based on the idea that immersion in each of the target languages triggers the best outcomes, thus leading to language separation pedagogies. Also, in teacher training programmes, pre-service teachers are educated with a pedagogy of language separation. This is in contrast with research that has repeatedly shown the importance of using all language resources of multilingual pupils in optimizing learning (Cenoz & Gorter, 2011; Cummins, 2008). Against this backdrop, recent developments for multilingual secondary education within the province of Friesland focus on a. less separation between the three instruction languages (Frisian, Dutch and English); b. creating bridges between foreign languages in secondary education (German and French); c. valorising and including migrant languages in mainstream education. The Holi-Frysk project (holistic approach for Frisian and language education) was set up as an answer to these issues (Authors, forthcoming). In this pilot-project three secondary schools of different types developed, implemented and evaluated multilingual teaching approaches to include all languages present in the school in teaching. Teachers were trained through workshops and school visits and the activities were video recorded, transcribed and analysed on their translanguaging practices. The article will first of all present and discuss a few examples of the pedagogical activities and secondly zoom in on its effects at the interactional level by focusing on moments in which different functions of pedagogical translanguaging (García & Wei, 2015) appear. Finally, suggestions are given how these findings could be integrated in the teacher training programmes to prepare our pre-service teachers for today’s multilingual and multicultural classrooms.
{"title":"Including multiple languages in secondary education: A translanguaging approach","authors":"Mirjam Günther-van der Meij, J. Duarte, Laura S. Nap","doi":"10.1515/eujal-2019-0027","DOIUrl":"https://doi.org/10.1515/eujal-2019-0027","url":null,"abstract":"Abstract This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainly through the national language (Kroon & Spotti, 2011), based on the idea that immersion in each of the target languages triggers the best outcomes, thus leading to language separation pedagogies. Also, in teacher training programmes, pre-service teachers are educated with a pedagogy of language separation. This is in contrast with research that has repeatedly shown the importance of using all language resources of multilingual pupils in optimizing learning (Cenoz & Gorter, 2011; Cummins, 2008). Against this backdrop, recent developments for multilingual secondary education within the province of Friesland focus on a. less separation between the three instruction languages (Frisian, Dutch and English); b. creating bridges between foreign languages in secondary education (German and French); c. valorising and including migrant languages in mainstream education. The Holi-Frysk project (holistic approach for Frisian and language education) was set up as an answer to these issues (Authors, forthcoming). In this pilot-project three secondary schools of different types developed, implemented and evaluated multilingual teaching approaches to include all languages present in the school in teaching. Teachers were trained through workshops and school visits and the activities were video recorded, transcribed and analysed on their translanguaging practices. The article will first of all present and discuss a few examples of the pedagogical activities and secondly zoom in on its effects at the interactional level by focusing on moments in which different functions of pedagogical translanguaging (García & Wei, 2015) appear. Finally, suggestions are given how these findings could be integrated in the teacher training programmes to prepare our pre-service teachers for today’s multilingual and multicultural classrooms.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"8 1","pages":"106 - 73"},"PeriodicalIF":1.5,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575170","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}
Abstract This paper describes and discusses findings gained in a teacher training reform project at the University of Hamburg in Germany. In a newly implemented structure, pre-service teachers partake in an integrated model of courses that prepare them to deal with multilingualism in the subject classroom. For the first four semesters of the new model, a complex evaluation tool was employed in a pre-post design to better understand student competence development, curricular components of the teaching degree and student beliefs about multilingualism. This paper sheds light on the professional beliefs that pre-service teachers have about linguistic diversity and multilingual learners. The overall results show generally positive beliefs about multilingual learners, multilingualism in schools, and language support for multilingual learners. Moreover, the data show that multilingual pre-service teachers have more positive beliefs, female participants have more positive beliefs, and that there is a significant interdependence between beliefs and relevant opportunities to learn. Comparing the pre-test and the post-test data using explorative factor analysis, it can be shown that students’ beliefs are far more structured and follow a clear five-dimensional pattern in the post test, whereas the pre-test data can be described as diffuse and unstructured.
{"title":"The role of beliefs in teacher professionalisation for multilingual classroom settings","authors":"Tobias Schroedler, Nele Fischer","doi":"10.1515/eujal-2019-0040","DOIUrl":"https://doi.org/10.1515/eujal-2019-0040","url":null,"abstract":"Abstract This paper describes and discusses findings gained in a teacher training reform project at the University of Hamburg in Germany. In a newly implemented structure, pre-service teachers partake in an integrated model of courses that prepare them to deal with multilingualism in the subject classroom. For the first four semesters of the new model, a complex evaluation tool was employed in a pre-post design to better understand student competence development, curricular components of the teaching degree and student beliefs about multilingualism. This paper sheds light on the professional beliefs that pre-service teachers have about linguistic diversity and multilingual learners. The overall results show generally positive beliefs about multilingual learners, multilingualism in schools, and language support for multilingual learners. Moreover, the data show that multilingual pre-service teachers have more positive beliefs, female participants have more positive beliefs, and that there is a significant interdependence between beliefs and relevant opportunities to learn. Comparing the pre-test and the post-test data using explorative factor analysis, it can be shown that students’ beliefs are far more structured and follow a clear five-dimensional pattern in the post test, whereas the pre-test data can be described as diffuse and unstructured.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"8 1","pages":"49 - 72"},"PeriodicalIF":1.5,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47570588","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}
Abstract The school environment of the 21st century is shaped by rapidly changing social and societal conditions that teachers need to adapt to, increasing linguistic, cultural and ethnic diversity among other things. The development of attitudes to cope with these constant societal transformations is one of the main challenges of teacher professionalization today. In this chapter, we concentrate on the self-positioning and argumentation patterns of two Luxembourgish primary school teachers. We focus on the question how these teachers construct differences and homogeneity, what kind of categories and norms they rely on (e.g. performance, sociocultural background, and language) and in how far mechanisms of in- and exclusion become visible. With its trilingual tradition and school system (mainly Luxembourgish, French and German), and at the same time a highly diverse society with more than 170 nationalities, Luxembourg represents a particularly interesting case. As the recent PISA studies have repeatedly shown, the Luxembourgish school system (including its traditional trilingualism and strong orientation on language education) produces a high degree of inequality, and represents an important challenge especially for children of migration. With our study, which is based on in-depth interviews and which adopts an analytical approach combining elements of content and discourse analysis, we found a tendency towards a backward oriented idealized orientation of the past and a high degree of insecurity. We also show which ambivalences the teachers are confronted with and their efforts to deal with these ambivalences. We hope to contribute to a deeper understanding of how teachers position themselves vis a vis the existing diversity in schools, and which discourse and argumentation patterns they rely on. We see this study as part of research on teacher professionalization that will be useful for reflexive pre- and in-service teacher training.
{"title":"Construction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system","authors":"J. Wagner, Adelheid Hu","doi":"10.1515/eujal-2019-0047","DOIUrl":"https://doi.org/10.1515/eujal-2019-0047","url":null,"abstract":"Abstract The school environment of the 21st century is shaped by rapidly changing social and societal conditions that teachers need to adapt to, increasing linguistic, cultural and ethnic diversity among other things. The development of attitudes to cope with these constant societal transformations is one of the main challenges of teacher professionalization today. In this chapter, we concentrate on the self-positioning and argumentation patterns of two Luxembourgish primary school teachers. We focus on the question how these teachers construct differences and homogeneity, what kind of categories and norms they rely on (e.g. performance, sociocultural background, and language) and in how far mechanisms of in- and exclusion become visible. With its trilingual tradition and school system (mainly Luxembourgish, French and German), and at the same time a highly diverse society with more than 170 nationalities, Luxembourg represents a particularly interesting case. As the recent PISA studies have repeatedly shown, the Luxembourgish school system (including its traditional trilingualism and strong orientation on language education) produces a high degree of inequality, and represents an important challenge especially for children of migration. With our study, which is based on in-depth interviews and which adopts an analytical approach combining elements of content and discourse analysis, we found a tendency towards a backward oriented idealized orientation of the past and a high degree of insecurity. We also show which ambivalences the teachers are confronted with and their efforts to deal with these ambivalences. We hope to contribute to a deeper understanding of how teachers position themselves vis a vis the existing diversity in schools, and which discourse and argumentation patterns they rely on. We see this study as part of research on teacher professionalization that will be useful for reflexive pre- and in-service teacher training.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"8 1","pages":"23 - 48"},"PeriodicalIF":1.5,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43538532","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}
Abstract This article examines the intersection between teacher agency and national language policy in Sweden. We present data from qualitative research across multiple urban Swedish school districts that explores the experiences and perspectives of multilingual classroom assistants (MCAs) on their work and in relation to national and district-level policies. We interrogate what it means to uphold translanguaging stances in otherwise monolingual Swedish classrooms. Data showcase the complexity with which MCAs articulate their roles as advocates for their students in translanguaging spaces, and in relation to school, district, and national policies. This inquiry also uncovers the need to position the experiences of MCAs more centrally in educational policy to support alternative visions for inclusion of newly arrived migrant students in school. It concludes with insights regarding the multifaceted nature of teacher advocacy and its relevance to future scholarship on the education of newly arrived migrant children.
{"title":"Translanguaging through an advocacy lens: The roles of multilingual classroom assistants in Sweden","authors":"Liv T. Dávila, Nihad Bunar","doi":"10.1515/eujal-2019-0012","DOIUrl":"https://doi.org/10.1515/eujal-2019-0012","url":null,"abstract":"Abstract This article examines the intersection between teacher agency and national language policy in Sweden. We present data from qualitative research across multiple urban Swedish school districts that explores the experiences and perspectives of multilingual classroom assistants (MCAs) on their work and in relation to national and district-level policies. We interrogate what it means to uphold translanguaging stances in otherwise monolingual Swedish classrooms. Data showcase the complexity with which MCAs articulate their roles as advocates for their students in translanguaging spaces, and in relation to school, district, and national policies. This inquiry also uncovers the need to position the experiences of MCAs more centrally in educational policy to support alternative visions for inclusion of newly arrived migrant students in school. It concludes with insights regarding the multifaceted nature of teacher advocacy and its relevance to future scholarship on the education of newly arrived migrant children.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"8 1","pages":"107 - 126"},"PeriodicalIF":1.5,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42932183","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}
Abstract Over the years and because of globalization, English has undoubtedly become an international language, a lingua franca. In this interconnected context, a new reality for the EFL educators has arisen: the need to prepare learners for intercultural encounters, that is being able to learn and use English, for effective and appropriate interaction with other native or non-native speakers of English worldwide. It is, thus, imperative that teachers become aware of the importance of this competence so they can adapt their teaching approaches and incorporate them in the EFL classroom. This exploratory study investigated the beliefs and attitudes of EFL teachers, with regards to incorporating intercultural communicative competence (ICC) in their classroom. The aim of this study was to gain more understanding of the current status of teaching English for Intercultural Communication in the Greek EFL state classroom in terms of teachers’ understandings and attitudes towards cultural teaching and ICC. To this end, an online questionnaire with closed questions was employed to collect data from sixty-two EFL teachers teaching at Greek state schools. Statistical analyses showed that EFL teachers have high appreciation of integrating ICC in English teaching. Moreover, they seem highly value the affective and behavioural components of this competence. These findings are hoped to contribute to a better understanding of intercultural teaching in ELT so that implications should be made to enhance the quality of ELT in Greece.
{"title":"Intercultural communicative competence: Are Greek EFL teachers ready?","authors":"Evangelia Petosi, Ioannis Karras","doi":"10.1515/eujal-2018-0018","DOIUrl":"https://doi.org/10.1515/eujal-2018-0018","url":null,"abstract":"Abstract Over the years and because of globalization, English has undoubtedly become an international language, a lingua franca. In this interconnected context, a new reality for the EFL educators has arisen: the need to prepare learners for intercultural encounters, that is being able to learn and use English, for effective and appropriate interaction with other native or non-native speakers of English worldwide. It is, thus, imperative that teachers become aware of the importance of this competence so they can adapt their teaching approaches and incorporate them in the EFL classroom. This exploratory study investigated the beliefs and attitudes of EFL teachers, with regards to incorporating intercultural communicative competence (ICC) in their classroom. The aim of this study was to gain more understanding of the current status of teaching English for Intercultural Communication in the Greek EFL state classroom in terms of teachers’ understandings and attitudes towards cultural teaching and ICC. To this end, an online questionnaire with closed questions was employed to collect data from sixty-two EFL teachers teaching at Greek state schools. Statistical analyses showed that EFL teachers have high appreciation of integrating ICC in English teaching. Moreover, they seem highly value the affective and behavioural components of this competence. These findings are hoped to contribute to a better understanding of intercultural teaching in ELT so that implications should be made to enhance the quality of ELT in Greece.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"8 1","pages":"22 - 7"},"PeriodicalIF":1.5,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2018-0018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45647999","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}
Linguistic Diversity in the classrooms of most mainstream educational institutions in Europe has been increasing for many decades now. The large migration flows across the world, high levels of mobility within the European Union (EU), and a number of other factors, lead to a growing number of plurilingual speakers in primary and secondary schools. In many cases, non-native speakers of a national language outnumber native speakers in mainstream classrooms in European urban areas. In addition, some EU member states have seen a considerable increase in the number of students whose educational careers have been disrupted due to having fled from their home countries. In the scientific community, there has been a consensus over the past years that educational institutions need to respond to the diverse population and the societal changes that come along with it. However, there are no clear-cut empirical answers how to best serve the student population. Generally speaking, there are different levels that need to be addressed in this context: the education system, the institutions and their routines, learning and instruction in the classroom and the stakeholders involved in respective processes. On the systemic level, it has to be asked whether the structures are still adequate to provide all students with equal chances in education. In Germany, for example, a number of different systems are in place in various federal states that range from special classrooms for newly immigrated students, so-called “International Preparation Classes” to almost complete immersion. These approaches answer to different legislative constraints as well as firmly held beliefs about ways to culturally and linguistically integrate newcomers. Despite first attempts to evaluate these diverging systems, a significant gap in research still remains (Fuchs et al., 2017). Another systemic question is whether language education policies on the institutional, regional or even national level are still up-to-date or if they need to be reframed including plurilingual and multilingual perspectives on language education and (foreign) language learning. It also needs to be addressed if and how new lan-
{"title":"Editorial","authors":"Drorit Lengyel, Tobias Schroedler, P. Grommes","doi":"10.1515/eujal-2019-0046","DOIUrl":"https://doi.org/10.1515/eujal-2019-0046","url":null,"abstract":"Linguistic Diversity in the classrooms of most mainstream educational institutions in Europe has been increasing for many decades now. The large migration flows across the world, high levels of mobility within the European Union (EU), and a number of other factors, lead to a growing number of plurilingual speakers in primary and secondary schools. In many cases, non-native speakers of a national language outnumber native speakers in mainstream classrooms in European urban areas. In addition, some EU member states have seen a considerable increase in the number of students whose educational careers have been disrupted due to having fled from their home countries. In the scientific community, there has been a consensus over the past years that educational institutions need to respond to the diverse population and the societal changes that come along with it. However, there are no clear-cut empirical answers how to best serve the student population. Generally speaking, there are different levels that need to be addressed in this context: the education system, the institutions and their routines, learning and instruction in the classroom and the stakeholders involved in respective processes. On the systemic level, it has to be asked whether the structures are still adequate to provide all students with equal chances in education. In Germany, for example, a number of different systems are in place in various federal states that range from special classrooms for newly immigrated students, so-called “International Preparation Classes” to almost complete immersion. These approaches answer to different legislative constraints as well as firmly held beliefs about ways to culturally and linguistically integrate newcomers. Despite first attempts to evaluate these diverging systems, a significant gap in research still remains (Fuchs et al., 2017). Another systemic question is whether language education policies on the institutional, regional or even national level are still up-to-date or if they need to be reframed including plurilingual and multilingual perspectives on language education and (foreign) language learning. It also needs to be addressed if and how new lan-","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"8 1","pages":"1 - 6"},"PeriodicalIF":1.5,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47484133","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}
R. Vandekerckhove, Lisa Hilte, Darja Fišer, Walter Daelemans
This issue brings together language-centered studies on computer-mediated communication (CMC) and social media corpora. They are illustrative of contemporary research interests in a very extensive research field that has strongly evolved over the past two decades: In the early days of CMC, much of the research was quite “anecdotal and speculative, rather than empirically grounded” (Herring 2004: 338) and in language-focused studies there was a predominant interest in the detection and description of prototypical features of the new genres (e. g. Crystal 2001). It took some time before the social and contextual embedding of these features and of CMC discourse in general was operationalized systematically as part of the research design. Androutsopoulos (2006: 430) discussed the reductive focus on the idiosyncrasies of the genre and argued that the time was ripe for “a user and community-centered approach, which is promising for a more complex theorizing of the social and contextual diversity of language use on the internet.” Since then the field hasmatured. CMC research has not onlywitnessed a boost, it got firmly embedded in linguistic disciplines like sociolinguistics, pragmatics, discourse analysis, and obviously computational linguistics. Furthermore, the
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