Migration, among the most important sociocultural phenomena of contemporary global societies, is complex, dynamic, and multifaceted. At the heart of migration is language, the indispensable agent of migration. Hence, in this article, a new sub-discipline of linguistics is presented, and that is ‘migration linguistics’. It is the interdisciplinary and multidimensional study of the various aspects of language within the dynamic process of human mobility. And a linguistic theory of migration postulates that: (1) Language is an essential element in the migration process; (2) an individual’s acquisition, learning, and use of language significantly changes as a result of migration; and (3) migrants must be understood in the languages they can use, taught the destination language, and provided basic and essential services understandable to them. The interdisciplinary nature of this new sub-discipline of linguistics is enriched by a variety of approaches and methodologies in solving issues relative to language in the context of migration.
{"title":"Migration linguistics","authors":"A. Borlongan","doi":"10.1075/aila.22014.bor","DOIUrl":"https://doi.org/10.1075/aila.22014.bor","url":null,"abstract":"\u0000 Migration, among the most important sociocultural phenomena of\u0000 contemporary global societies, is complex, dynamic, and multifaceted. At the\u0000 heart of migration is language, the indispensable agent of migration. Hence, in\u0000 this article, a new sub-discipline of linguistics is presented, and that is\u0000 ‘migration linguistics’. It is the interdisciplinary and multidimensional study\u0000 of the various aspects of language within the dynamic process of human mobility.\u0000 And a linguistic theory of migration postulates that: (1) Language is an\u0000 essential element in the migration process; (2) an individual’s acquisition,\u0000 learning, and use of language significantly changes as a result of migration;\u0000 and (3) migrants must be understood in the languages they can use, taught the\u0000 destination language, and provided basic and essential services understandable\u0000 to them. The interdisciplinary nature of this new sub-discipline of linguistics\u0000 is enriched by a variety of approaches and methodologies in solving issues\u0000 relative to language in the context of migration.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44146283","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 study investigated phase transitions in EFL students’ speech fluency development using a complex dynamic systems perspective. Two students with different proficiency levels were selected from an intact speaking class. These students learned and practiced specific strategies to improve their speech fluency. Phase transitions were analyzed based on three criteria: sudden jumps, anomalous variance, and qualitative change in the attractor. Number of syllables was used as the speech fluency measure. The results suggest that only the higher-proficiency student underwent one phase transition. These findings imply that a short explicit fluency strategy training intervention could improve the speech fluency development of high-proficiency students in EFL classrooms. The results have implications for theory and pedagogical practice relating to EFL students’ speech fluency development.
{"title":"The development of EFL students’ speech fluency","authors":"Dony Marzuki","doi":"10.1075/aila.22027.mar","DOIUrl":"https://doi.org/10.1075/aila.22027.mar","url":null,"abstract":"\u0000 This study investigated phase transitions in EFL students’ speech fluency development using a complex dynamic\u0000 systems perspective. Two students with different proficiency levels were selected from an intact speaking class. These students\u0000 learned and practiced specific strategies to improve their speech fluency. Phase transitions were analyzed based on three criteria:\u0000 sudden jumps, anomalous variance, and qualitative change in the attractor. Number of syllables was used as the speech fluency\u0000 measure. The results suggest that only the higher-proficiency student underwent one phase transition. These findings imply that a\u0000 short explicit fluency strategy training intervention could improve the speech fluency development of high-proficiency students in\u0000 EFL classrooms. The results have implications for theory and pedagogical practice relating to EFL students’ speech fluency\u0000 development.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48613107","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 aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic materials produced. Results have indicated that the discourse genres selected (Bakhtin, 2003/1979 apud Tilio, 2017) and the set of activities developed are permeated by social voices (Bakhtin, 1981) that promote decolonial dialogues in the English language classroom.
本文的目的是分析里约热内卢一所巴西公立学校为教授英语作为附加语言而开发的一套教材。这些材料旨在邀请具有不同社会、种族和经济背景的七年级学生从描绘非殖民化立场的角度了解世界和英语（Mignolo，2010；Kumaravadivelu，2016；Jansen，2017）。基于批判性种族素养（Ferreira，2014）和批判性语言意识（Alim，2005）的概念，本文探讨了建立在解放（Freire，1996）和越轨（Pennycook，2006；hooks，2013）基础上的应用语言学和语言教育的教学活动，将英语课堂理解为构建种族思想的特权舞台。方法论方法基于对话话语分析（Brait，2006/2018）的前提，以确定教学材料中的向心力和离心力（Bakhtin，1981）。结果表明，所选择的话语类型（Bakhtin，2003/1979 apud Tilio，2017）和所开展的一系列活动都渗透着促进英语课堂非殖民化对话的社会声音（Bakhin，1981）。
{"title":"Addressing race in English language teaching","authors":"E. Coachman, Izabelle da Silva Fernandes","doi":"10.1075/aila.22016.coa","DOIUrl":"https://doi.org/10.1075/aila.22016.coa","url":null,"abstract":"\u0000 The aim of this paper is to analyze a set of didactic materials\u0000 developed to teach English as an Additional Language at a Brazilian public\u0000 school in Rio de Janeiro. Such materials were designed to invite 7th grade\u0000 students with diverse social, racial, and economic backgrounds to learn about\u0000 the world and the English language from viewpoints that delineate a decolonial\u0000 stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions\u0000 of Critical Race Literacy (Ferreira,\u0000 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities\u0000 built upon emancipatory (Freire,\u0000 1996) and transgressive (Pennycook,\u0000 2006; hooks, 2013)\u0000 approaches to Applied Linguistics and Language Education, understanding English\u0000 Language classrooms as privileged arenas for the construction of ideas on race.\u0000 The methodological approach is based on the premises of a Dialogical Discourse\u0000 Analysis (Brait, 2006/2018) to\u0000 identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic\u0000 materials produced. Results have indicated that the discourse genres selected\u0000 (Bakhtin, 2003/1979 apud Tilio, 2017)\u0000 and the set of activities developed are permeated by social voices (Bakhtin,\u0000 1981) that promote decolonial dialogues in the English language classroom.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49056481","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}
Latinx who do not feel confident speaking Spanish are usually questioned. To fight these ideologies, Pascual and Cabo and Prada (2018) suggest new pedagogical approaches to incorporate in the curriculum the experiences of the heritage language learner (HLL). Latinx in higher education expect a culturally relevant curriculum to critically listen and speak to challenge the hierarchies that marginalize them. Why is social justice education key? To meet the needs of our minority students and to fight social inequities that affect their lives (Freire, 2021). This article offers a proposal to teach social justice in the HLL classroom through classroom strategies such as digital stories, autoethnographies, creative writing, or oral history to provide these students with the tools they need to give voice to their communities and incorporate them in the curriculum of an inclusive Spanish classroom whose backbone is US Spanish to fight raciolinguistic ideologies that marginalize them.
{"title":"Teaching during COVID-19","authors":"Clara Burgo","doi":"10.1075/aila.22001.bur","DOIUrl":"https://doi.org/10.1075/aila.22001.bur","url":null,"abstract":"\u0000Latinx who do not feel confident speaking Spanish are usually questioned. To fight these ideologies, Pascual and Cabo and Prada (2018) suggest new pedagogical approaches to incorporate in the curriculum the experiences of the heritage language learner (HLL). Latinx in higher education expect a culturally relevant curriculum to critically listen and speak to challenge the hierarchies that marginalize them. Why is social justice education key? To meet the needs of our minority students and to fight social inequities that affect their lives (Freire, 2021). This article offers a proposal to teach social justice in the HLL classroom through classroom strategies such as digital stories, autoethnographies, creative writing, or oral history to provide these students with the tools they need to give voice to their communities and incorporate them in the curriculum of an inclusive Spanish classroom whose backbone is US Spanish to fight raciolinguistic ideologies that marginalize them.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49359916","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}
Dyslexia is one of the most common learning disabilities among students, and teachers are often the very first to notice dyslexic students. It is therefore imperative that teachers be well-prepared to intervene appropriately and effectively once they encounter dyslexic students. The current study investigates teachers’ knowledge about the disorder in an English as a foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016), the study evaluates the awareness of dyslexia among 84 Iranian English teachers working in language institutes. The findings revealed that the majority of the teachers lacked adequate knowledge of the disorder but that they wished to learn more about this learning disability. Furthermore, the teachers’ awareness of the disorder was found to be independent of their demographic characteristics such as gender, previously completed programs, years of teaching experience, and experience with dyslexic students. The findings of this research can be informative for teacher educators, curriculum designers, and materials developers as there seems to be a need for revisions in teacher training curricula, instructional policies, and materials.
{"title":"EFL teachers’ awareness of dyslexia","authors":"Musa Nushi, Mitra Eshraghi","doi":"10.1075/aila.22004.mus","DOIUrl":"https://doi.org/10.1075/aila.22004.mus","url":null,"abstract":"\u0000 Dyslexia is one of the most common learning disabilities among\u0000 students, and teachers are often the very first to notice dyslexic students. It\u0000 is therefore imperative that teachers be well-prepared to intervene\u0000 appropriately and effectively once they encounter dyslexic students. The current\u0000 study investigates teachers’ knowledge about the disorder in an English as a\u0000 foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016), the study\u0000 evaluates the awareness of dyslexia among 84 Iranian English teachers working in\u0000 language institutes. The findings revealed that the majority of the teachers\u0000 lacked adequate knowledge of the disorder but that they wished to learn more\u0000 about this learning disability. Furthermore, the teachers’ awareness of the\u0000 disorder was found to be independent of their demographic characteristics such\u0000 as gender, previously completed programs, years of teaching experience, and\u0000 experience with dyslexic students. The findings of this research can be\u0000 informative for teacher educators, curriculum designers, and materials\u0000 developers as there seems to be a need for revisions in teacher training\u0000 curricula, instructional policies, and materials.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47318524","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 fall semester of 2020, 269 Japanese university students were compared in a quasi-experimental study to determine whether extensive and intensive listening interventions yielded significant gains in L2 listening comprehension. At the beginning of the study, 269 students took a 100-item L2 listening exam, and were randomly placed into an extensive (n = 135) or intensive listening group (n = 134). After each group completed five assignments based on extensive or intensive listening principles, students took another 100-item L2 listening exam. Paired-sample t-tests of raw scores and Rasch person ability estimates indicated that the extensive listening group significantly improved in raw scores, t(134) = −7.44, p = .00, but not in Rasch person ability estimates t(134) = −1.86, p = .07, while the intensive listening group significantly improved in both raw scores, t(133) = −9.48, p = .00, and Rasch person ability estimates, t(133) = −3.58, p = .00.
{"title":"Developing L2 listening comprehension through extensive and intensive\u0000 listening","authors":"Omar Karlin, Sayaka Karlin","doi":"10.1075/aila.22015.kar","DOIUrl":"https://doi.org/10.1075/aila.22015.kar","url":null,"abstract":"\u0000 In the fall semester of 2020, 269 Japanese university students\u0000 were compared in a quasi-experimental study to determine whether extensive and\u0000 intensive listening interventions yielded significant gains in L2 listening\u0000 comprehension. At the beginning of the study, 269 students took a 100-item L2\u0000 listening exam, and were randomly placed into an extensive\u0000 (n = 135) or intensive listening group\u0000 (n = 134). After each group completed five assignments based on\u0000 extensive or intensive listening principles, students took another 100-item L2\u0000 listening exam. Paired-sample t-tests of raw scores and Rasch person ability\u0000 estimates indicated that the extensive listening group significantly improved in\u0000 raw scores, t(134) = −7.44, p = .00, but not\u0000 in Rasch person ability estimates t(134) = −1.86,\u0000 p = .07, while the intensive listening group significantly\u0000 improved in both raw scores, t(133) = −9.48,\u0000 p = .00, and Rasch person ability estimates,\u0000 t(133) = −3.58, p = .00.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43351135","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 study examines stakeholders’ views on the streaming of students into one of two strands of differing CLIL exposure (High versus Low) in the transition from primary to secondary in the context of Madrid’s Bilingual Education Program. To this end, three groups of stakeholders – primary school leaders, parents and secondary school teachers – were interviewed so as to gather their perspectives on streaming as pertains to: (1) a high-stakes English language test that determines access to the High- and Low-Exposure strands; and (2) the profiles of students participating in these strands. Findings indicate that school leaders prioritise students’ ongoing language learning progress over the high-stakes context of the test, whilst they acknowledge families’ favourable views of the test. Parents’ affective stances reveal that some students experience a certain degree of anxiety in preparation for the test. In addition, participating in the High- or Low-Exposure strands seems to influence teachers’ perceptions of these students as either high or low achievers. These findings are further discussed in terms of the potential implications of streaming and student selection for (in)equity in CLIL programs.
{"title":"Language testing and the role of CLIL exposure in constructing\u0000 student profiles","authors":"Elisa Hidalgo-McCabe","doi":"10.1075/aila.22021.hid","DOIUrl":"https://doi.org/10.1075/aila.22021.hid","url":null,"abstract":"\u0000 This study examines stakeholders’ views on the streaming of\u0000 students into one of two strands of differing CLIL exposure (High versus\u0000 Low) in the transition from primary to secondary in the context of\u0000 Madrid’s Bilingual Education Program. To this end, three groups of stakeholders\u0000 – primary school leaders, parents and secondary school teachers – were\u0000 interviewed so as to gather their perspectives on streaming as pertains to: (1)\u0000 a high-stakes English language test that determines access to the High- and Low-Exposure strands; and (2) the profiles of students participating in\u0000 these strands. Findings indicate that school leaders prioritise students’\u0000 ongoing language learning progress over the high-stakes context of the test,\u0000 whilst they acknowledge families’ favourable views of the test. Parents’\u0000 affective stances reveal that some students experience a certain degree of\u0000 anxiety in preparation for the test. In addition, participating in the High- or\u0000 Low-Exposure strands seems to influence teachers’ perceptions of these students\u0000 as either high or low achievers. These findings are further discussed in terms\u0000 of the potential implications of streaming and student selection for (in)equity\u0000 in CLIL programs.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41948619","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}
Since 2006, the Argentinian system of education has included intercultural bilingual education, a type of education across kindergarten, primary, and secondary education that guarantees the indigenous peoples’ right to receive quality and equitable education which preserves and strengthens their cultural practices, language, cosmovision, and ethnic identity in a multicultural society. In the province of Chubut, southern Argentina, the Ministry of Education launched a professional development program targeted at primary school teachers working in small town and rural areas with students ethnically associated to the Mapuche peoples and their language, Mapudungun. The aim of this paper is to examine how a group of four teachers understood and implemented CLIL in relation to ethnic equity and socially just education in a semi-rural area of Chubut. Framed as a case study, data were collected in 2021 and 2022 through group discussions, journal diaries, and arts-based methods. Data came from four primary school teachers as well as the program facilitator. By means of quality content analysis, the findings show teachers’ understanding of CLIL as an inclusive and equitable approach that can help promote ethnic identity and ethnolinguistic vitality.
{"title":"Ethnic equity, Mapudungun, and CLIL","authors":"D. Banegas","doi":"10.1075/aila.22018.ban","DOIUrl":"https://doi.org/10.1075/aila.22018.ban","url":null,"abstract":"\u0000 Since 2006, the Argentinian system of education has included intercultural bilingual education, a type of\u0000 education across kindergarten, primary, and secondary education that guarantees the indigenous peoples’ right to receive quality\u0000 and equitable education which preserves and strengthens their cultural practices, language, cosmovision, and\u0000 ethnic identity in a multicultural society. In the province of Chubut, southern Argentina, the Ministry of Education launched a\u0000 professional development program targeted at primary school teachers working in small town and rural areas with students\u0000 ethnically associated to the Mapuche peoples and their language, Mapudungun. The aim of this paper is to examine how a group of\u0000 four teachers understood and implemented CLIL in relation to ethnic equity and socially just education in a semi-rural area of\u0000 Chubut. Framed as a case study, data were collected in 2021 and 2022 through group discussions, journal diaries, and arts-based\u0000 methods. Data came from four primary school teachers as well as the program facilitator. By means of quality content analysis, the\u0000 findings show teachers’ understanding of CLIL as an inclusive and equitable approach that can help promote ethnic identity and\u0000 ethnolinguistic vitality.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46806073","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 study analyses the implementation of CLIL in two monolingual regions of Spain: Madrid and Andalusia. As a matter of fact, as these two regions have been mostly governed by political parties with contrasting ideologies, this may have affected the way in which CLIL has been implemented. Firstly, this paper will offer a literature review of the outcomes that the CLIL programme has produced in the two regions according to research. Secondly, the implementation of CLIL in each region will be examined by means of a document analysis of the CLIL regulations introduced in the two contexts, on the basis of the following themes: CLIL introduction and development, pupil selection, teacher training and compensation, and the inclusion of other languages. Finally, the discussion will explore whether the different outcomes of CLIL in the two regions may be the result of the ideologies guiding the implementation of the programme and will establish some sociolinguistic principles required to frame bilingual competence in the wider social debate on inequality. The greatest ideological difference observed is pupil selection, which may lead to language poverty in certain layers of society.
{"title":"A tale of two cities","authors":"Adrián Granados, Francisco Lorenzo","doi":"10.1075/aila.22019.gra","DOIUrl":"https://doi.org/10.1075/aila.22019.gra","url":null,"abstract":"\u0000This study analyses the implementation of CLIL in two monolingual regions of Spain: Madrid and Andalusia. As a matter of fact, as these two regions have been mostly governed by political parties with contrasting ideologies, this may have affected the way in which CLIL has been implemented. Firstly, this paper will offer a literature review of the outcomes that the CLIL programme has produced in the two regions according to research. Secondly, the implementation of CLIL in each region will be examined by means of a document analysis of the CLIL regulations introduced in the two contexts, on the basis of the following themes: CLIL introduction and development, pupil selection, teacher training and compensation, and the inclusion of other languages. Finally, the discussion will explore whether the different outcomes of CLIL in the two regions may be the result of the ideologies guiding the implementation of the programme and will establish some sociolinguistic principles required to frame bilingual competence in the wider social debate on inequality. The greatest ideological difference observed is pupil selection, which may lead to language poverty in certain layers of society.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45860771","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 study explores the impact of two Service-Learning (SL) projects on student teachers’ preparation and perceptions in relation to literacy teaching in English as a foreign language within CLIL programmes. The projects offered hands-on training in preparing and delivering lessons applying Rose and Martin’s (2012) Reading to Learn (R2L) approach to support children at two Madrid primary schools implementing CLIL with high proportions of at-risk pupils and socioculturally diverse student bodies. One hundred and thirteen undergraduate student teachers specialising in English as a Foreign Language at the Complutense University School of Education participated in the SL projects. The projects’ goals included developing the students’ civic engagement and disposition to gain understanding of the potential of a systematic, evidence-based approach to literacy pedagogy for guiding all pupils to acquire the reading and writing abilities needed for educational success. Data from questionnaires, focus group interviews, and reflective journals were collected and analysed. Student teachers faced the challenges of apprehending and effectively applying the R2L strategies in classrooms characterised by pupils’ widely ranging levels of preparation for reading and writing in English. Their reflections show evolution towards readiness and awareness of the possibilities of adopting proactive measures, such as systematic literacy instruction, in order to ensure the progress of pupils as they face the challenges of CLIL in the context of socioeconomic and educational inequity within classrooms and across schools.
{"title":"Promoting equitable literacy expectations in CLIL","authors":"A. Ahern, Katherine S. Smith","doi":"10.1075/aila.22024.ahe","DOIUrl":"https://doi.org/10.1075/aila.22024.ahe","url":null,"abstract":"\u0000 This study explores the impact of two Service-Learning (SL) projects on student teachers’ preparation and\u0000 perceptions in relation to literacy teaching in English as a foreign language within CLIL programmes. The projects offered\u0000 hands-on training in preparing and delivering lessons applying Rose and Martin’s (2012)\u0000 Reading to Learn (R2L) approach to support children at two Madrid primary schools implementing CLIL with high proportions of\u0000 at-risk pupils and socioculturally diverse student bodies. One hundred and thirteen undergraduate student teachers specialising in\u0000 English as a Foreign Language at the Complutense University School of Education participated in the SL projects. The projects’\u0000 goals included developing the students’ civic engagement and disposition to gain understanding of the potential of a systematic,\u0000 evidence-based approach to literacy pedagogy for guiding all pupils to acquire the reading and writing abilities needed for\u0000 educational success. Data from questionnaires, focus group interviews, and reflective journals were collected and analysed.\u0000 Student teachers faced the challenges of apprehending and effectively applying the R2L strategies in classrooms characterised by\u0000 pupils’ widely ranging levels of preparation for reading and writing in English. Their reflections show evolution towards\u0000 readiness and awareness of the possibilities of adopting proactive measures, such as systematic literacy instruction, in order to\u0000 ensure the progress of pupils as they face the challenges of CLIL in the context of socioeconomic and educational inequity within\u0000 classrooms and across schools.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43691923","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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