Pub Date : 2013-11-01DOI: 10.1080/09571736.2013.836345
María del Carmen Méndez García
In monolingual areas such as the southern Spanish Autonomous Community of Andalusia, the progressive introduction of Content and Language Integrated Learning (CLIL) programmes in a wide range of primary and secondary schools has probably produced the biggest turning point in Spain's modern educational history. CLIL is initially focused on enhancing learners’ language competences. However, the reflection on otherness considered to be implicitly embodied in CLIL education is thought to contribute to learners’ development of intercultural communicative competence (ICC). This article looks into the relationship between CLIL and ICC by presenting a case study of Andalusian CLIL primary and secondary schools. The results show that there is some evidence that CLIL constitutes a framework for the implementation of interculturally-oriented methodological approaches and that it has the potential to contribute to the enhancement of learners’ intercultural communicative competence.
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Pub Date : 2013-11-01DOI: 10.1080/09571736.2013.836349
Cristina Ros i Solé
Language learners' increased mobility and the ubiquity of virtual intercultural encounters has challenged traditional ideas of ‘cultures’. Moreover, representations of cultures as consumable life-choices has meant that learners are no longer locked into standard and static cultural identities. Language learners are better defined as cosmopolitan individuals with subjective and complex socio-political and historical identities. Such models push the boundaries of current concepts in language pedagogy to new understandings of who the language learner is and a refashioning of the cultural maps they inhabit. This article presents a model for cultural understanding that draws on the theoretical framework of Beck's Cosmopolitan Vision and its related concepts of ‘Banal Cosmopolitanism’ and ‘Cosmopolitan Empathy’. Narrative accounts are used to illustrate the experience of a group of students of Arabic and Serbian/Croatian and their use of the cultural resources at their disposal to construct their own subjective cosmopolitan life-worlds. Through the analysis of learners' everyday cultural practices inside and outside the educational environment, the scope of the intercultural experience is revisited and a new paradigm for the language learner is presented. The Cosmopolitan Speaker (CS) described in this article is a subject who adopts a flâneur-like disposition to reflect on and scrutinise the target culture. Armed with this highly personal interpretation of reality, CSs will be able to take part in their own cultural trajectories and imagine and ‘figure’ their own cartography of the world.
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Pub Date : 2012-07-01DOI: 10.1080/09571736.2012.677623
Hilde van Zeeland
This book provides an up-to-date exploration of the area of second language vocabulary assessment. Its main focus is the potential of lexical frequency for establishing standardised tests and providing normative data, and how this can contribute to the areas of vocabulary teaching and testing. This work presents a critical approach to wellestablished constructs and measurements, which is of particular interest to vocabulary researchers. Simultaneously, the author’s wish to bridge the gap between research and the foreign language classroom is relevant to teaching practitioners. In Chapter 1, Milton discusses how vocabulary knowledge can be conceptualised and measured. Chapter 2 considers the role of word frequency in vocabulary acquisition. Milton reports research which shows that learning concentrates on highfrequency words in order to illustrate that vocabulary testing should be targeted on frequency data. Chapter 3 provides a clear explanation of the frequency model in relation to text coverage and comprehension, giving special attention to coverage in different languages and the potential of specialist vocabulary lists. Chapter 4 explores how vocabulary breadth can be measured. Milton argues for the need to use standardised testing methods, conforming to the frequency model, which allow comparisons across learners, schools, countries and potentially different languages to be made. Chapter 5 concerns the acquisition and measurement of phonological vocabulary knowledge, particularly compared to orthographic knowledge, and of word parts. Chapter 6 explores possible ways to approach and test productive vocabulary knowledge while Chapter 7 moves from breadth to depth of vocabulary knowledge. Milton uses empirical data to argue that different tests of depth might be tapping into breadth instead. In Chapter 8, Milton applies the measures of vocabulary breadth to examination levels as well as to the Common European Framework of Reference for Languages (CEFR) scale. Particularly interesting is the comparison of vocabulary breadth in relation to CEFR levels between learners from different countries. The following two chapters deal with vocabulary learning from classroom and informal language input, respectively. Chapter 9 is mainly devoted to vocabulary used in textbooks and its contribution to acquisition. Chapter 10 presents results of several studies revealing the potential of informal L2 input, such as songs, for vocabulary learning. In Chapter 11, Milton draws on all previous chapters and considers how the discussed measurements can be applied to the practice of vocabulary teaching and testing. This book succeeds in its goal of giving a complete overview of vocabulary measurement. Even though the title might suggest it is a manual for those interested in vocabulary measurement, it is not. Instead, it is a review with strong implications for practical purposes. Its main strength is the convincing case made for The Language Learning Journal Vol. 40,
这本书提供了第二语言词汇评估领域的最新探索。它的主要重点是词汇频率在建立标准化测试和提供规范性数据方面的潜力，以及这如何有助于词汇教学和测试领域。这项工作提出了一个关键的方法来建立良好的结构和测量，这是词汇研究人员特别感兴趣的。同时，作者希望弥合研究与外语课堂之间的差距，这与教学从业者有关。在第一章中，弥尔顿讨论了词汇知识如何被概念化和测量。第二章探讨词频在词汇习得中的作用。弥尔顿报告的研究表明，学习集中在高频词汇上，以说明词汇测试应该针对频率数据。第3章明确解释了频率模型与文本覆盖和理解的关系，特别关注了不同语言的覆盖范围和专家词汇表的潜力。第四章探讨如何测量词汇广度。米尔顿认为有必要使用标准化的测试方法，符合频率模型，这使得学习者，学校，国家和潜在的不同语言之间的比较得以实现。第五章讨论语音词汇知识的获取和测量，特别是与正字法知识的比较，以及词性知识的获取和测量。第六章探讨了获取和测试生产性词汇知识的可能途径，第七章则从广度转向深度。弥尔顿用经验数据来论证，不同的深度测试可能会利用广度。在第8章中，弥尔顿将词汇广度的测量应用于考试水平以及欧洲共同语言参考框架(CEFR)量表。特别有趣的是不同国家学习者词汇广度与CEFR水平的比较。接下来的两章分别讨论了课堂词汇学习和非正式语言输入。第九章主要讨论教科书中的词汇及其对习得的作用。第10章介绍了几项研究的结果，揭示了非正式第二语言输入(如歌曲)对词汇学习的潜力。在第11章，弥尔顿借鉴了之前的所有章节，并考虑了如何将讨论的测量方法应用于词汇教学和测试的实践。这本书成功地在它的目标给出了一个完整的概述词汇测量。尽管书名似乎暗示这是一本针对对词汇量测量感兴趣的人的手册，但事实并非如此。相反，它是一篇具有实际意义的综述。它的主要优势在于《语言学习杂志》(the Language Learning Journal)第40卷第2期，2012年7月，255-261页上的令人信服的案例
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Pub Date : 2012-01-01DOI: 10.1080/09571736.2012.65229
James Milton
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Pub Date : 2011-07-01DOI: 10.1080/09571731003620762
Robert J. Adler Peckerar
The task of teaching non-territorial languages such as Yiddish at the university level is a complex undertaking. The teaching of Yiddish has its own particular difficulties due to an ever-diminishing population of native speakers available to students, a lack of contemporary cultural materials, and an abundance of outdated teaching materials. A critique of the two major textbooks used to teach Yiddish underscores the necessity for a new approach. In creating a web-based Yiddish curriculum, contemporary problems that are particular to the Yiddish classroom can be overcome. The defragmentizing nature of multimedia interactive technologies help students develop communicative competence in Yiddish, a language that was once the vernacular of the majority of Jews in the world but, in the aftermath of genocide, has come to be taught as a written – and not spoken – language.
{"title":"Yiddish as a vernacular language: teaching a language in obsolescence","authors":"Robert J. Adler Peckerar","doi":"10.1080/09571731003620762","DOIUrl":"https://doi.org/10.1080/09571731003620762","url":null,"abstract":"The task of teaching non-territorial languages such as Yiddish at the university level is a complex undertaking. The teaching of Yiddish has its own particular difficulties due to an ever-diminishing population of native speakers available to students, a lack of contemporary cultural materials, and an abundance of outdated teaching materials. A critique of the two major textbooks used to teach Yiddish underscores the necessity for a new approach. In creating a web-based Yiddish curriculum, contemporary problems that are particular to the Yiddish classroom can be overcome. The defragmentizing nature of multimedia interactive technologies help students develop communicative competence in Yiddish, a language that was once the vernacular of the majority of Jews in the world but, in the aftermath of genocide, has come to be taught as a written – and not spoken – language.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571731003620762","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59544180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-11-01DOI: 10.1080/09571736.2010.511770
C. V. D. van der Walt
In his latest survey of the prospects for English language teaching in the next 50 years, David Graddol claims that over half the world's international students are taught in English and that universities are increasingly offering courses in English. This seems to be a necessary condition for achieving excellence and prestige. At the same time, the use of English is becoming commonplace and bilingualism is valued more than monolingual, home language speakers of English. These statements must be examined critically in the light of efforts to offer mass higher education in South Africa and to deal with students who may not be well prepared for tertiary studies. It must also be seen in the context of low status languages that may have official status in South Africa but that may feel threatened in the presence of English. This article attempts to show that tertiary bilingual education is determined and conditioned by the same factors that obtain for bilingual education in general: social, historical, socio-structural, cultural, ideological and social psychological factors (as identified by Hamers and Blanc). The claim in this case is that such factors can help educational language planners to understand the birth and growth of bilingual higher education institutions so as to show how spaces can be created for minority and/or low status languages alongside English. An international perspective is offered in comparison to the South African situation in an effort to show how bi/multilingual higher education institutions with a longer history than that of South African institutions grow and change in the face of similar challenges.
{"title":"The context of language planning in multilingual higher education","authors":"C. V. D. van der Walt","doi":"10.1080/09571736.2010.511770","DOIUrl":"https://doi.org/10.1080/09571736.2010.511770","url":null,"abstract":"In his latest survey of the prospects for English language teaching in the next 50 years, David Graddol claims that over half the world's international students are taught in English and that universities are increasingly offering courses in English. This seems to be a necessary condition for achieving excellence and prestige. At the same time, the use of English is becoming commonplace and bilingualism is valued more than monolingual, home language speakers of English. These statements must be examined critically in the light of efforts to offer mass higher education in South Africa and to deal with students who may not be well prepared for tertiary studies. It must also be seen in the context of low status languages that may have official status in South Africa but that may feel threatened in the presence of English. This article attempts to show that tertiary bilingual education is determined and conditioned by the same factors that obtain for bilingual education in general: social, historical, socio-structural, cultural, ideological and social psychological factors (as identified by Hamers and Blanc). The claim in this case is that such factors can help educational language planners to understand the birth and growth of bilingual higher education institutions so as to show how spaces can be created for minority and/or low status languages alongside English. An international perspective is offered in comparison to the South African situation in an effort to show how bi/multilingual higher education institutions with a longer history than that of South African institutions grow and change in the face of similar challenges.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2010.511770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59544193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-06-01DOI: 10.1080/09571730585200091
Anthony Bruton
Abstract The purpose of this article is to evaluate the applicability of task-based language teaching (TBLT) to state secondary foreign language classes. After discussion of method in general, TBLT is defined and its particularities described. Tasks are assessed as the basis for syllabus and then as the basis for method. In both cases, the proposals are outlined, their rationales summarised and they are evaluated. The evaluations show many potential limitations of TBLT, especially when it comes to the sources of new language and the maintenance of accuracy. Some of the previous discusion, some aspects of language learning and teaching relevant to TBLT are covered in an extensive section on research findings. Given the limitation of TBLT, an alternative perspective is outlined. A crucial factor in methodological decision-making in FL teaching must be proficiency level.
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Pub Date : 2000-06-01DOI: 10.1080/09571730085200041
Natalie Seeve McKenna, Peter McKenna
In this paper we attempt to relate Internet use to realistic MFL teaching practice. This is done both critically and practically, and in the light of a survey of teachers' attitudes. We define different Internet functions, identifying intrinsic pedagogical advantages and constraints. Internet use is placed within the frame of existing language learning methodology.
{"title":"Perception and reality: bridging the Internet gap","authors":"Natalie Seeve McKenna, Peter McKenna","doi":"10.1080/09571730085200041","DOIUrl":"https://doi.org/10.1080/09571730085200041","url":null,"abstract":"In this paper we attempt to relate Internet use to realistic MFL teaching practice. This is done both critically and practically, and in the light of a survey of teachers' attitudes. We define different Internet functions, identifying intrinsic pedagogical advantages and constraints. Internet use is placed within the frame of existing language learning methodology.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2000-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571730085200041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59544150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-12-01DOI: 10.1080/09571739985200271
Ulrike Plasberg
British Higher Education institutions have for some time now been promoting Europeanisation policies, offering languages and foreign exchanges as part of their undergraduate programmes. However, the organisation of such programmes and the question of how integrated languages should and can be remain problematic, and the commitment to such programmes varies considerably from institution to institution. This paper argues the case for vocationally relevant language courses for students of other disciplines — focussing on architecture as an example — to enable them to compete successfully as future employees of the Single European Market. It also describes the process involved in developing a vocational or subject-specific language course.
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Pub Date : 1999-12-01DOI: 10.1080/09571739985200291
Colin Asher
The research described in this article examines the demand for basic scale MFL teachers over a period of time in an attempt to track schools' patterns of foreign language provision. The research provides insights into preferred combinations of MFL, the growth or decline of ‘minority’ languages and the response which schools appear to be making to the National Curriculum's thrust for diversification.
{"title":"Patterns and trends in vacancies for basic scale MFL teaching posts, 1983–1998","authors":"Colin Asher","doi":"10.1080/09571739985200291","DOIUrl":"https://doi.org/10.1080/09571739985200291","url":null,"abstract":"The research described in this article examines the demand for basic scale MFL teachers over a period of time in an attempt to track schools' patterns of foreign language provision. The research provides insights into preferred combinations of MFL, the growth or decline of ‘minority’ languages and the response which schools appear to be making to the National Curriculum's thrust for diversification.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"1999-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549878","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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