Bilingual education using a Content and Language Integrated Learning (CLIL) approach seems in many contexts to select or attract the more able and more academically-inclined pupils, or only be available to pupils in higher academic secondary streams. Positive effects of CLIL for target language proficiency development may therefore be due in part to this cognitive or academic selection effect. Can the target language skills of pupils with lower scholastic attainment – a group which, in several educational contexts, has less access to CLIL programs – also benefit from the CLIL approach? This two-year longitudinal quasi-experimental research, part of a larger study, focused on the development of oral proficiency skills of three cohorts of 603 pre-vocational pupils in 25 classes in the Netherlands in both CLIL and non-CLIL programs. Despite the lack of explicit school-based selection procedures for pre-vocational pupils’ participation in CLIL, there were significant differences in favor of the CLIL groups in the initial levels of English oral proficiency, fluency, and Willingness to Communicate. Furthermore, the CLIL pupils showed significantly more growth than the non-CLIL control group in English oral proficiency, but not for fluency or Willingness to Communicate. This positive result for the CLIL group did not appear to be moderated by pupil background variables. Despite the small effect sizes found, these results indicate that the CLIL approach can have a positive effect on the foreign language proficiency of pupils in less academic educational streams.
{"title":"Inclusive CLIL","authors":"J. Denman, E. Schooten, R. de Graaff","doi":"10.1075/aila.22020.den","DOIUrl":"https://doi.org/10.1075/aila.22020.den","url":null,"abstract":"\u0000 Bilingual education using a Content and Language Integrated Learning (CLIL) approach seems in many contexts to select or attract the more able and more academically-inclined pupils, or only be available to pupils in higher academic secondary streams. Positive effects of CLIL for target language proficiency development may therefore be due in part to this cognitive or academic selection effect. Can the target language skills of pupils with lower scholastic attainment – a group which, in several educational contexts, has less access to CLIL programs – also benefit from the CLIL approach?\u0000 This two-year longitudinal quasi-experimental research, part of a larger study, focused on the development of oral proficiency skills of three cohorts of 603 pre-vocational pupils in 25 classes in the Netherlands in both CLIL and non-CLIL programs. Despite the lack of explicit school-based selection procedures for pre-vocational pupils’ participation in CLIL, there were significant differences in favor of the CLIL groups in the initial levels of English oral proficiency, fluency, and Willingness to Communicate. Furthermore, the CLIL pupils showed significantly more growth than the non-CLIL control group in English oral proficiency, but not for fluency or Willingness to Communicate. This positive result for the CLIL group did not appear to be moderated by pupil background variables. Despite the small effect sizes found, these results indicate that the CLIL approach can have a positive effect on the foreign language proficiency of pupils in less academic educational streams.","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":"44352423","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}
Despite efforts to redress the problem of social inequity within education, data reveals the student attainment gap continues to widen on the basis of socioeconomic background, particularly within Anglophone contexts (OECD, 2019; Wilkinson & Pickett, 2009). Bourdieu’s (1986) concept of ‘cultural capital’ has been one especially powerful concept for understanding the causes of such inequity as it relates to social class, and how entrenched patterns of privilege within institutions, such as schools, value certain forms of cultural capital – and associated ways of knowing, being, and doing – over others. Much of the existing CLIL research on social (in)equity has tended to examine either the impact of programmatic conditions on dis/advantage (e.g., streaming, access; see also Evniskaya & Llinares, this issue), or the role of language for enabling more inclusive instructional practices (e.g., differentiation, scaffolding). Both lines of inquiry have produced valuable insights on how CLIL can contribute to more equitable outcomes, but this paper aims to offer a third line, focusing on how greater equity can be achieved through the conceptualization of culture within CLIL contexts. Informed by Bourdieu’s concept of ‘cultural capital’ which has helped advance class-based understandings of inequity, the paper develops a pedagogic framework that explicitly accounts for culture when there is a simultaneous focus on both language and content, drawing on examples from instructional practice.
{"title":"Addressing social equity by making explicit the implicit value\u0000 systems within content and language learning","authors":"Russell Cross","doi":"10.1075/aila.22025.cro","DOIUrl":"https://doi.org/10.1075/aila.22025.cro","url":null,"abstract":"\u0000 Despite efforts to redress the problem of social inequity within\u0000 education, data reveals the student attainment gap continues to widen on the\u0000 basis of socioeconomic background, particularly within Anglophone contexts\u0000 (OECD, 2019; Wilkinson & Pickett, 2009). Bourdieu’s (1986) concept of ‘cultural\u0000 capital’ has been one especially powerful concept for understanding the causes\u0000 of such inequity as it relates to social class, and how entrenched patterns of\u0000 privilege within institutions, such as schools, value certain forms of cultural\u0000 capital – and associated ways of knowing, being, and doing – over others. Much\u0000 of the existing CLIL research on social (in)equity has tended to examine either\u0000 the impact of programmatic conditions on dis/advantage (e.g., streaming, access;\u0000 see also Evniskaya & Llinares, this issue), or the role of language for\u0000 enabling more inclusive instructional practices (e.g., differentiation,\u0000 scaffolding). Both lines of inquiry have produced valuable insights on how CLIL\u0000 can contribute to more equitable outcomes, but this paper aims to offer a third\u0000 line, focusing on how greater equity can be achieved through the\u0000 conceptualization of culture within CLIL contexts. Informed by Bourdieu’s\u0000 concept of ‘cultural capital’ which has helped advance class-based\u0000 understandings of inequity, the paper develops a pedagogic framework that\u0000 explicitly accounts for culture when there is a simultaneous focus on both\u0000 language and content, drawing on examples from instructional practice.","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":"46747404","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 issues of potential (in)equity in Content and Language Integrated Learning (CLIL) programs in bilingual secondary schools in the Madrid region (Spain). Based on their general L2 proficiency, students in grades 7 to 10 are streamed into either High Exposure (HE) or Low Exposure (LE) strands, with different degrees of exposure to CLIL. Although this system ensures that all students in a bilingual secondary school receive CLIL to a certain degree, recent voices have signaled the potential risk of fostering inequality among students by streaming within the program (Fernández-Agüero & Hidalgo-McCabe, 2020; Hidalgo-McCabe, 2020). In this study, we explore classroom interactional practices by one science teacher teaching the same content in both groups (grade 7 HE and LE strands), and the effect of such interactional practices on enhancing (or not) students’ higher order thinking skills and the expression of academic content in the L2 or L1. For the analysis, we developed a multi-layered analytical model which incorporates the construct of cognitive discourse functions (CDFs) (Dalton-Puffer, 2013) and the semantic dimension of Legitimation Code Theory (LCT) (Maton, 2013, 2020). We find significant differences across the two groups in the use of CDFs and ‘semantic codes’ for knowledge construction and meaning making. More specifically, the results show a more frequent use of the CDF evaluate and a higher rate of semantic density (abstractions) in classroom discourse in the HE strand.
{"title":"(In)equity in CLIL programs?","authors":"Natalia Evnitskaya, Ana Llinares","doi":"10.1075/aila.22026.evn","DOIUrl":"https://doi.org/10.1075/aila.22026.evn","url":null,"abstract":"\u0000This study explores issues of potential (in)equity in Content and Language Integrated Learning (CLIL) programs in bilingual secondary schools in the Madrid region (Spain). Based on their general L2 proficiency, students in grades 7 to 10 are streamed into either High Exposure (HE) or Low Exposure (LE) strands, with different degrees of exposure to CLIL. Although this system ensures that all students in a bilingual secondary school receive CLIL to a certain degree, recent voices have signaled the potential risk of fostering inequality among students by streaming within the program (Fernández-Agüero & Hidalgo-McCabe, 2020; Hidalgo-McCabe, 2020). In this study, we explore classroom interactional practices by one science teacher teaching the same content in both groups (grade 7 HE and LE strands), and the effect of such interactional practices on enhancing (or not) students’ higher order thinking skills and the expression of academic content in the L2 or L1. For the analysis, we developed a multi-layered analytical model which incorporates the construct of cognitive discourse functions (CDFs) (Dalton-Puffer, 2013) and the semantic dimension of Legitimation Code Theory (LCT) (Maton, 2013, 2020). We find significant differences across the two groups in the use of CDFs and ‘semantic codes’ for knowledge construction and meaning making. More specifically, the results show a more frequent use of the CDF evaluate and a higher rate of semantic density (abstractions) in classroom discourse in the HE strand.","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":"44383676","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}
Recent studies on CLIL have revealed contradictory results regarding its role in enhancing equal opportunities and social inclusion. This special issue draws on the theme of the CLIL ReN symposium at AILA 2021, “CLIL Pedagogy and Greater Fairness, Equity, and Inclusion”, and the papers in this volume address both opportunities and challenges of CLIL in contributing to equity and inclusion. The special issue seeks to question, explore, and understand how CLIL might have the potential or not to contribute to greater equity and access to quality educational provision, with attention to not only the learning of languages, but also of content. (In)equity in CLIL will be addressed through conceptual as well as empirical studies which focus on different contexts (Argentina, Australia, Japan, Spain, and The Netherlands) and different educational levels (primary, secondary, pre-vocational studies, and pre-service teacher education).
{"title":"New challenges for CLIL research","authors":"Ana Llinares, Russell Cross","doi":"10.1075/aila.00054.edi","DOIUrl":"https://doi.org/10.1075/aila.00054.edi","url":null,"abstract":"\u0000Recent studies on CLIL have revealed contradictory results regarding its role in enhancing equal opportunities and social inclusion. This special issue draws on the theme of the CLIL ReN symposium at AILA 2021, “CLIL Pedagogy and Greater Fairness, Equity, and Inclusion”, and the papers in this volume address both opportunities and challenges of CLIL in contributing to equity and inclusion. The special issue seeks to question, explore, and understand how CLIL might have the potential or not to contribute to greater equity and access to quality educational provision, with attention to not only the learning of languages, but also of content. (In)equity in CLIL will be addressed through conceptual as well as empirical studies which focus on different contexts (Argentina, Australia, Japan, Spain, and The Netherlands) and different educational levels (primary, secondary, pre-vocational studies, and pre-service teacher education).","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":"49530901","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 context of this exploratory study is a Language Café, a bottom-up initiative in which Jews and Palestinians, residing in the same multilingual neighborhood in Jerusalem, learn Hebrew and Arabic from each other. The study explores the features of the bilingual pedagogy which has evolved in the Language Café and the participants’ perceived teaching and learning experiences. A qualitative research design was applied utilizing several data sources: (a) observations and field notes (b) language learning materials; (c) semi-structured interviews with the project leaders; (d) interviews with the Jewish and Palestinian participants and (e) photos posted on social media. Inductively oriented content analyses revealed a number of themes suggesting that the bilingual pedagogy applied in the Language Café is based on principles of equality, equity, and bidirectional respect with regard to the participants’ plurilingual/pluricultural repertoires. The learning process is primarily learner-centered, with a continuous engagement of the participants in interactional activities. Yet, given the unique geopolitical situation, conflictual issues surface. The analyses further reveal that the language learning experience in this context is conducive to the participants’ language and cultural knowledge and to their engagement with the Other group. The participants’ accounts suggest that the Language Café sessions have reduced prejudices and feelings of fear and tension between the two groups. Indeed, the Language Café is perceived as part of the broader geopolitical endeavor to reconfigure the neighborhood within the local municipal binational context where language is used as a means to foster identity affirmation and sociocultural connectivity.
{"title":"Exploring bilingual teaching and learning in a Jewish-Palestinian language café","authors":"Orly Haim, Yarden Kedar","doi":"10.1075/aila.22009.hai","DOIUrl":"https://doi.org/10.1075/aila.22009.hai","url":null,"abstract":"\u0000 The context of this exploratory study is a Language Café, a bottom-up initiative in which Jews and Palestinians, residing in the same multilingual neighborhood in Jerusalem, learn Hebrew and Arabic from each other. The study explores the features of the bilingual pedagogy which has evolved in the Language Café and the participants’ perceived teaching and learning experiences. A qualitative research design was applied utilizing several data sources: (a) observations and field notes (b) language learning materials; (c) semi-structured interviews with the project leaders; (d) interviews with the Jewish and Palestinian participants and (e) photos posted on social media. Inductively oriented content analyses revealed a number of themes suggesting that the bilingual pedagogy applied in the Language Café is based on principles of equality, equity, and bidirectional respect with regard to the participants’ plurilingual/pluricultural repertoires. The learning process is primarily learner-centered, with a continuous engagement of the participants in interactional activities. Yet, given the unique geopolitical situation, conflictual issues surface. The analyses further reveal that the language learning experience in this context is conducive to the participants’ language and cultural knowledge and to their engagement with the Other group. The participants’ accounts suggest that the Language Café sessions have reduced prejudices and feelings of fear and tension between the two groups. Indeed, the Language Café is perceived as part of the broader geopolitical endeavor to reconfigure the neighborhood within the local municipal binational context where language is used as a means to foster identity affirmation and sociocultural connectivity.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46881669","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 the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner, 2010; Tost Planet, 2010), with intercomprehension didactics being one of them. However, existing frameworks (e.g. the Cadre de référence pour les approches plurielles des langues et des cultures (CARAP)/Framework of reference for pluralistic approaches to languages and cultures (FREPA) (Candelier et al., 2007, 2010), or the Companion volume of the Common European framework of reference for languages (Council of Europe, 2018)) do not adequately describe the specific competences that underly intercomprehensive activities. In our contribution, we will present the framework of reference for intercomprehension (= IC) developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework is based on a dynamic and complex competence model, comprising of six levels of competence which can be regrouped into three larger levels (basic, advanced, expert). It provides descriptors for the following intercomprehensive activities: written and oral receptive IC; written and oral interproduction; and written and oral interactive IC as well as a global description of each level. The work carried out might also help to apply or further develop plurilingual and pluricultural approaches in higher education.
{"title":"Plurilingual and pluricultural competence","authors":"Margareta Strasser, C. Reissner","doi":"10.1075/aila.22008.str","DOIUrl":"https://doi.org/10.1075/aila.22008.str","url":null,"abstract":"\u0000Since the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner, 2010; Tost Planet, 2010), with intercomprehension didactics being one of them. However, existing frameworks (e.g. the Cadre de référence pour les approches plurielles des langues et des cultures (CARAP)/Framework of reference for pluralistic approaches to languages and cultures (FREPA) (Candelier et al., 2007, 2010), or the Companion volume of the Common European framework of reference for languages (Council of Europe, 2018)) do not adequately describe the specific competences that underly intercomprehensive activities. In our contribution, we will present the framework of reference for intercomprehension (= IC) developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework is based on a dynamic and complex competence model, comprising of six levels of competence which can be regrouped into three larger levels (basic, advanced, expert). It provides descriptors for the following intercomprehensive activities: written and oral receptive IC; written and oral interproduction; and written and oral interactive IC as well as a global description of each level. The work carried out might also help to apply or further develop plurilingual and pluricultural approaches in higher education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421492","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}
Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018). In the Dynamic Model of Multilingualism Theory (DMM) (Herdina & Jessner 2002), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST perspective on multilingual learning and teaching with a focus on metacognition will be presented. The central sub-component of metacognition in DMM, in the form of multilingual awareness, comprising metalinguistic and cross-linguistic awareness in multilingual learners, will be discussed as a core feature of multilingual proficiency in multilingual development. In a number of studies in the Austrian and South Tyrolean context multilingual awareness has turned out as a core factor in both learning and teaching. These studies show that multilingual awareness has to be trained in multilingual pedagogical approaches in order to foster multilingualism. A holistic approach is needed to deal with the ongoing tensions between complexity, dynamics, adaptation and stability. Although it becomes clear that the nature of multilingualism can only be understood in relation to its context, it is nevertheless possible to isolate and define constant factors in an efficient multilingual awareness training as provided by the Five Building Blocks of Holistic Multilingual Education.
{"title":"Metacognition in multilingual learning and teaching","authors":"Ulrike Jessner, Elisabeth Allgäuer-Hackl","doi":"10.1075/aila.22010.jes","DOIUrl":"https://doi.org/10.1075/aila.22010.jes","url":null,"abstract":"\u0000Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018). In the Dynamic Model of Multilingualism Theory (DMM) (Herdina & Jessner 2002), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST perspective on multilingual learning and teaching with a focus on metacognition will be presented. The central sub-component of metacognition in DMM, in the form of multilingual awareness, comprising metalinguistic and cross-linguistic awareness in multilingual learners, will be discussed as a core feature of multilingual proficiency in multilingual development. In a number of studies in the Austrian and South Tyrolean context multilingual awareness has turned out as a core factor in both learning and teaching. These studies show that multilingual awareness has to be trained in multilingual pedagogical approaches in order to foster multilingualism. A holistic approach is needed to deal with the ongoing tensions between complexity, dynamics, adaptation and stability. Although it becomes clear that the nature of multilingualism can only be understood in relation to its context, it is nevertheless possible to isolate and define constant factors in an efficient multilingual awareness training as provided by the Five Building Blocks of Holistic Multilingual Education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46903824","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}
Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged over the length of an innovative English-German pedagogic project on plurilingualism. The project involved German student-teachers developing a language portrait project for Grade 6 students; student-teachers using project data for undergraduate assignments; and English MA students interviewing young learners about their language portraits via videoconference. The videoconference provided young learners further opportunities to use their plurilingual resources and MA students with data for assignments on identity and investment. Working with DFG’s framework (2016), we examine the interplay of the meso- and macro-dimensions of the larger project’s design and the sometimes contradictory indexing of values and identities within and across activities. Analysis reveals that design choices sometimes unintentionally reinforced linguistic ideologies inconsistent with the project’s objectives, though these conflicts also led student-teachers to unexpected insights. We close with personal reflections on the implications of the first iteration of this design-based research project for the advancement of plurilingual pedagogies in teacher education.
尽管几十年来的研究支持学习者的多语资源对他们的语言和学术发展的教学价值，但职前教师经常进入大学，被灌输以单语意识形态为基础的“仅目标语”实践。教师教育面临的挑战是有效地打破关于语言信念的日常观念，并促使人们重新考虑未来的课堂实践。借鉴Douglas Fir Group(2016)的工作，本文探讨了两名学生教师的身份、信仰和价值观，因为他们在一个创新的英德多语教学项目中出现了。该项目涉及德国学生教师为六年级学生开发语言画像项目;学生-教师使用项目数据进行本科作业;英语硕士学生通过视频会议采访年轻学习者，了解他们的语言概况。视频会议为年轻学习者提供了更多的机会来使用他们的多语言资源，并为硕士学生提供了关于身份和投资的作业数据。与DFG的框架(2016)合作，我们研究了大型项目设计的中观和宏观维度的相互作用，以及活动内部和活动之间有时相互矛盾的价值观和身份索引。分析表明，设计选择有时会无意中强化与项目目标不一致的语言意识形态，尽管这些冲突也会让学生和老师产生意想不到的见解。最后，我们对这个基于设计的研究项目的第一次迭代对教师教育中多语教学法的进步的影响进行了个人反思。
{"title":"Plurilingual practice in language teacher education","authors":"D. Potts, Euline Cutrim Schmid","doi":"10.1075/aila.22007.pot","DOIUrl":"https://doi.org/10.1075/aila.22007.pot","url":null,"abstract":"\u0000Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged over the length of an innovative English-German pedagogic project on plurilingualism. The project involved German student-teachers developing a language portrait project for Grade 6 students; student-teachers using project data for undergraduate assignments; and English MA students interviewing young learners about their language portraits via videoconference. The videoconference provided young learners further opportunities to use their plurilingual resources and MA students with data for assignments on identity and investment. Working with DFG’s framework (2016), we examine the interplay of the meso- and macro-dimensions of the larger project’s design and the sometimes contradictory indexing of values and identities within and across activities. Analysis reveals that design choices sometimes unintentionally reinforced linguistic ideologies inconsistent with the project’s objectives, though these conflicts also led student-teachers to unexpected insights. We close with personal reflections on the implications of the first iteration of this design-based research project for the advancement of plurilingual pedagogies in teacher education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892820","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}
K. Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols, J. Viljoen
Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the challenges and opportunities afforded by increasing student and teacher diversity at a predominantly English-medium Australian university through newly enhanced human language translation technology (HLT) also known as machine translation (MT). This technology is frequently used for the translation of human language, and it falls under the umbrella of Artificial Intelligence (AI) technologies. From the institution’s perspective, key aims of the project were to contribute to the university’s Digital Learning Strategy priorities and core values embedded in a structural transformation of the university. These include integrity, accountability, diversity, social justice, engagement and collaboration. The researchers’ objectives focussed on multilingual pedagogies using HLT to support knowledge exchange (transknowledging), and translanguaging for all students. These disrupt inequitable hierarchies, and position bi-/multilingual students as valuable resources for monolingual staff and students.
{"title":"Multilingualism, translanguaging and transknowledging","authors":"K. Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols, J. Viljoen","doi":"10.1075/aila.22011.heu","DOIUrl":"https://doi.org/10.1075/aila.22011.heu","url":null,"abstract":"\u0000 Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language\u0000 Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of\u0000 South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the\u0000 challenges and opportunities afforded by increasing student and teacher diversity at a predominantly English-medium Australian\u0000 university through newly enhanced human language translation technology (HLT) also known as machine translation (MT). This\u0000 technology is frequently used for the translation of human language, and it falls under the umbrella of Artificial Intelligence\u0000 (AI) technologies. From the institution’s perspective, key aims of the project were to contribute to the university’s Digital\u0000 Learning Strategy priorities and core values embedded in a structural transformation of the university. These include integrity,\u0000 accountability, diversity, social justice, engagement and collaboration. The researchers’ objectives focussed on multilingual\u0000 pedagogies using HLT to support knowledge exchange (transknowledging), and translanguaging for all students. These disrupt\u0000 inequitable hierarchies, and position bi-/multilingual students as valuable resources for monolingual staff and students.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42365663","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}
{"title":"Emerging trends in multilingual learning and teaching","authors":"Larissa Aronin, Susan Coetzee-Van Rooy","doi":"10.1075/aila.00053.aro","DOIUrl":"https://doi.org/10.1075/aila.00053.aro","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44421080","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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