Pub Date : 2021-10-26DOI: 10.1080/09658416.2021.1990306
Mirosław Bańko, Alicja Witalisz, K. Hansen
Abstract This article reports on a study whose aim was to analyze the relation between the level of declarative purism and the preference for a particular loanword adaptation technique. Evidence from many languages shows that language purists accept foreign words more readily if they are in a native disguise; as a consequence, they choose adaptation techniques which mask the origin of foreign words. An online survey (N = 213) making use of invented loanwords showed that educated Poles who declare a high level of purism are, in comparison with those who do not care about the purity of their language, less tolerant of unadapted loanwords and more apt to accept their native synonyms, newly coined for that purpose. In addition, assuming that loanword adaptation techniques are ordered with respect to how well they mask the foreign origin of a word, respondents who prefer a certain adaptation technique opt for techniques which are close in the assumed order but dislike distant techniques. The survey also showed that the aversion to loanwords increases with the respondents’ age and decreases with their English language competence.
{"title":"Linguistic purism and loanword adaptation techniques: the case of Polish","authors":"Mirosław Bańko, Alicja Witalisz, K. Hansen","doi":"10.1080/09658416.2021.1990306","DOIUrl":"https://doi.org/10.1080/09658416.2021.1990306","url":null,"abstract":"Abstract This article reports on a study whose aim was to analyze the relation between the level of declarative purism and the preference for a particular loanword adaptation technique. Evidence from many languages shows that language purists accept foreign words more readily if they are in a native disguise; as a consequence, they choose adaptation techniques which mask the origin of foreign words. An online survey (N = 213) making use of invented loanwords showed that educated Poles who declare a high level of purism are, in comparison with those who do not care about the purity of their language, less tolerant of unadapted loanwords and more apt to accept their native synonyms, newly coined for that purpose. In addition, assuming that loanword adaptation techniques are ordered with respect to how well they mask the foreign origin of a word, respondents who prefer a certain adaptation technique opt for techniques which are close in the assumed order but dislike distant techniques. The survey also showed that the aversion to loanwords increases with the respondents’ age and decreases with their English language competence.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"95 - 116"},"PeriodicalIF":2.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43168167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1080/09658416.2021.1972115
E. K. Loh, X. Liao, S. Leung, Loretta C. W. Tam
Abstract Learning Chinese characters could be challenging for many CSL learners due to the distinction in orthographic features between the Chinese written system and their first languages. While acquisition of orthographic knowledge could be important for learning Chinese characters, how they can gain knowledge about different aspects of Chinese orthography (i.e. component, structure and position regularity) remains less studied. The component is a basic perceptual constituent of Chinese characters, the character structure is the configuration layout formed by relative positions of components. Many components are supposed to follow the implicit position regularity rule when they are integrated to form characters. In this study, a total of 213 CSL students in Hong Kong were invited to complete three tasks measuring students’ component knowledge, structural knowledge, and position regularity knowledge. It has been found that overall CSL students’ performance in these tasks seemed to be affected by character structures. Furthermore, we found that component knowledge had an indirect effect on position regularity knowledge via the mediation of structural knowledge, which showed a possible link about how learners gradually understand complex orthographic rules based on the perceptual observation. Implications for the teaching and learning of the Chinese language were also discussed.
{"title":"How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity","authors":"E. K. Loh, X. Liao, S. Leung, Loretta C. W. Tam","doi":"10.1080/09658416.2021.1972115","DOIUrl":"https://doi.org/10.1080/09658416.2021.1972115","url":null,"abstract":"Abstract Learning Chinese characters could be challenging for many CSL learners due to the distinction in orthographic features between the Chinese written system and their first languages. While acquisition of orthographic knowledge could be important for learning Chinese characters, how they can gain knowledge about different aspects of Chinese orthography (i.e. component, structure and position regularity) remains less studied. The component is a basic perceptual constituent of Chinese characters, the character structure is the configuration layout formed by relative positions of components. Many components are supposed to follow the implicit position regularity rule when they are integrated to form characters. In this study, a total of 213 CSL students in Hong Kong were invited to complete three tasks measuring students’ component knowledge, structural knowledge, and position regularity knowledge. It has been found that overall CSL students’ performance in these tasks seemed to be affected by character structures. Furthermore, we found that component knowledge had an indirect effect on position regularity knowledge via the mediation of structural knowledge, which showed a possible link about how learners gradually understand complex orthographic rules based on the perceptual observation. Implications for the teaching and learning of the Chinese language were also discussed.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"30 1","pages":"297 - 316"},"PeriodicalIF":2.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43887115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-27DOI: 10.1080/09658416.2021.1979566
Kwun Man Chiang, Chih-Hao Chang, Icy Lee
Abstract This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and correlation coefficients. The results show that the eight-month VLSs instruction was significantly correlated with students’ vocabulary knowledge. It was also found that: (1) students favoured cognitive strategies and word analysis strategies to other VLSs; (2) more successful learners employed a wider variety of VLSs than less successful learners, with significant, positive correlations found between the repertoire of strategies and vocabulary performance; and (3) the strategies taught were effective for students’ vocabulary learning and were significant predictors of more successful students. Students’ responses from group discussions revealed their positive experiences with learning VLSs through explicit instruction, supporting the effectiveness of consolidation strategies. This study adds to the limited research literature on the role of VLSs instruction for EFL secondary learners. Strategies conducive to vocabulary learning and the implications of this study are discussed.
{"title":"Vocabulary learning strategy instruction in the EFL secondary classroom: an exploratory study","authors":"Kwun Man Chiang, Chih-Hao Chang, Icy Lee","doi":"10.1080/09658416.2021.1979566","DOIUrl":"https://doi.org/10.1080/09658416.2021.1979566","url":null,"abstract":"Abstract This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and correlation coefficients. The results show that the eight-month VLSs instruction was significantly correlated with students’ vocabulary knowledge. It was also found that: (1) students favoured cognitive strategies and word analysis strategies to other VLSs; (2) more successful learners employed a wider variety of VLSs than less successful learners, with significant, positive correlations found between the repertoire of strategies and vocabulary performance; and (3) the strategies taught were effective for students’ vocabulary learning and were significant predictors of more successful students. Students’ responses from group discussions revealed their positive experiences with learning VLSs through explicit instruction, supporting the effectiveness of consolidation strategies. This study adds to the limited research literature on the role of VLSs instruction for EFL secondary learners. Strategies conducive to vocabulary learning and the implications of this study are discussed.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"94 - 113"},"PeriodicalIF":2.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49182269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1080/09658416.2021.1976787
Tianxu Chen
Abstract Radical awareness (i.e. the ability to identify, analyze, and manipulate radicals within compound characters) plays an important role in character reading and learning for first language and second language (L2) learners of Chinese. Previous studies have shown that radical awareness contributes to character recognition, inference, and comprehension. However, it is unclear how elementary-level L2 Chinese learners develop radical awareness over a relatively long period, particularly for the potential differences between stronger and weaker learners of Chinese characters. To fill the gap, this study investigated 45 beginning-level L2 Chinese participants during a 16-week semester at an American university. They completed a radical identification task, a radical analysis task, and a radical manipulation task in Week 4, Week 9, and Week 15; and a character knowledge task and a vocabulary knowledge task in Week 15. The results showed that learners who were stronger and weaker at reading characters had similar developmental patterns of radical identification, but different developmental patterns of radical analysis and manipulation. Furthermore, each sub-ability of radical awareness of the stronger learners improved faster than those of the weaker learners after Week 4.
{"title":"Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters","authors":"Tianxu Chen","doi":"10.1080/09658416.2021.1976787","DOIUrl":"https://doi.org/10.1080/09658416.2021.1976787","url":null,"abstract":"Abstract Radical awareness (i.e. the ability to identify, analyze, and manipulate radicals within compound characters) plays an important role in character reading and learning for first language and second language (L2) learners of Chinese. Previous studies have shown that radical awareness contributes to character recognition, inference, and comprehension. However, it is unclear how elementary-level L2 Chinese learners develop radical awareness over a relatively long period, particularly for the potential differences between stronger and weaker learners of Chinese characters. To fill the gap, this study investigated 45 beginning-level L2 Chinese participants during a 16-week semester at an American university. They completed a radical identification task, a radical analysis task, and a radical manipulation task in Week 4, Week 9, and Week 15; and a character knowledge task and a vocabulary knowledge task in Week 15. The results showed that learners who were stronger and weaker at reading characters had similar developmental patterns of radical identification, but different developmental patterns of radical analysis and manipulation. Furthermore, each sub-ability of radical awareness of the stronger learners improved faster than those of the weaker learners after Week 4.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"73 - 94"},"PeriodicalIF":2.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44338277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-10DOI: 10.1080/09658416.2021.1949333
Sara M. Beaudrie, Sergio Loza
ABSTRACT As Spanish heritage language (SHL) programs grow nationwide, SHL program directors (PD) are tasked with negotiating the intricacies of either building an SHL program from scratch or carving space for a program that, unlike second language (L2) programs, are not institutionalised. Considering the evidence of deeply embedded dominant language ideologies in language departments, it is crucial to gain further insights into the challenges that SHL PDs are facing. To this end, this qualitative study explores the difficulties a group of SHL PDs confront as they fulfil their duties to design, promote, assess, and advocate for their programs and students. It also describes how they navigate the goals and interests of their department’s and institution’s stakeholders, which may or may not align with the goals of SHL education. The results show that SHL LPs face challenges at the individual, departmental, and institutional levels. At the same time, they learn to become resilient against these challenges as they focus on the success of their students and programs.
{"title":"Insights into SHL program direction: student and program advocacy challenges in the face of ideological inequity","authors":"Sara M. Beaudrie, Sergio Loza","doi":"10.1080/09658416.2021.1949333","DOIUrl":"https://doi.org/10.1080/09658416.2021.1949333","url":null,"abstract":"ABSTRACT As Spanish heritage language (SHL) programs grow nationwide, SHL program directors (PD) are tasked with negotiating the intricacies of either building an SHL program from scratch or carving space for a program that, unlike second language (L2) programs, are not institutionalised. Considering the evidence of deeply embedded dominant language ideologies in language departments, it is crucial to gain further insights into the challenges that SHL PDs are facing. To this end, this qualitative study explores the difficulties a group of SHL PDs confront as they fulfil their duties to design, promote, assess, and advocate for their programs and students. It also describes how they navigate the goals and interests of their department’s and institution’s stakeholders, which may or may not align with the goals of SHL education. The results show that SHL LPs face challenges at the individual, departmental, and institutional levels. At the same time, they learn to become resilient against these challenges as they focus on the success of their students and programs.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"39 - 57"},"PeriodicalIF":2.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42359904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-09DOI: 10.1080/09658416.2021.1969404
K. Roehr-Brackin, G. A. Gánem-Gutiérrez, Lexa Olivera-Smith, María Teresa Torres-Marín
Abstract Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations remain under-researched. Working with university-level multilingual adults, we compared the effectiveness of traditional instruction (familiar) and concept-based instruction (unfamiliar) to teach the past tense/aspect distinction in Spanish. Learners were pre- and post-tested on their knowledge of the target structure and assessed on language learning aptitude, working memory capacity, verbal-imagery cognitive style and attitudes. While both treatment groups demonstrated significantly improved metalinguistic knowledge, we found no statistical differences between the two groups in terms of knowledge gained or attitudes, and individual differences in cognitive ability were not associated with observed gains. This set of results indicates that the cognitive individual differences measured seemingly no longer played a significant role in these multilinguals’ performance in the instructional conditions examined. In addition, neither language learning experience nor typological closeness between known languages had any significant impact. We propose that extensive experience with explicit language instruction may have led to a levelling effect, as previously observed in L2 learners.
{"title":"Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?","authors":"K. Roehr-Brackin, G. A. Gánem-Gutiérrez, Lexa Olivera-Smith, María Teresa Torres-Marín","doi":"10.1080/09658416.2021.1969404","DOIUrl":"https://doi.org/10.1080/09658416.2021.1969404","url":null,"abstract":"Abstract Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations remain under-researched. Working with university-level multilingual adults, we compared the effectiveness of traditional instruction (familiar) and concept-based instruction (unfamiliar) to teach the past tense/aspect distinction in Spanish. Learners were pre- and post-tested on their knowledge of the target structure and assessed on language learning aptitude, working memory capacity, verbal-imagery cognitive style and attitudes. While both treatment groups demonstrated significantly improved metalinguistic knowledge, we found no statistical differences between the two groups in terms of knowledge gained or attitudes, and individual differences in cognitive ability were not associated with observed gains. This set of results indicates that the cognitive individual differences measured seemingly no longer played a significant role in these multilinguals’ performance in the instructional conditions examined. In addition, neither language learning experience nor typological closeness between known languages had any significant impact. We propose that extensive experience with explicit language instruction may have led to a levelling effect, as previously observed in L2 learners.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"30 1","pages":"391 - 412"},"PeriodicalIF":2.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45620776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-06DOI: 10.1080/09658416.2021.1969403
Wenting Chen, Wei Ren
Abstract Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by metacognition theory, this study used a mixed-methods approach to investigate the impacts of one technique for preparing students, namely educating them about collaborative writing knowledge. This study compared collaborative writing products from two parallel classes (one with exposure to explicit collaborative writing knowledge and one without) to investigate whether and how knowledge about collaborative writing affected the complexity, fluency, accuracy, and quality of collaboratively drafted essays. The findings indicated that students who were exposed to collaborative writing knowledge outperformed those who were not in terms of the accuracy, fluency, and quality (content, organization, grammar, and vocabulary) of their collaboratively drafted essays. The findings also revealed that knowledge of collaborative writing affects the quality of collaboratively drafted essays from the perspective of metacognitive strategies, namely planning, monitoring, and evaluating one’s own writing process.
{"title":"Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products","authors":"Wenting Chen, Wei Ren","doi":"10.1080/09658416.2021.1969403","DOIUrl":"https://doi.org/10.1080/09658416.2021.1969403","url":null,"abstract":"Abstract Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by metacognition theory, this study used a mixed-methods approach to investigate the impacts of one technique for preparing students, namely educating them about collaborative writing knowledge. This study compared collaborative writing products from two parallel classes (one with exposure to explicit collaborative writing knowledge and one without) to investigate whether and how knowledge about collaborative writing affected the complexity, fluency, accuracy, and quality of collaboratively drafted essays. The findings indicated that students who were exposed to collaborative writing knowledge outperformed those who were not in terms of the accuracy, fluency, and quality (content, organization, grammar, and vocabulary) of their collaboratively drafted essays. The findings also revealed that knowledge of collaborative writing affects the quality of collaboratively drafted essays from the perspective of metacognitive strategies, namely planning, monitoring, and evaluating one’s own writing process.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"371 - 391"},"PeriodicalIF":2.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42240677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-06DOI: 10.1080/09658416.2021.1972116
M. Teng
Abstract This study explores how primary school children develop their metacognitive knowledge and vocabulary knowledge and how both types of knowledge are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD = .51; 50.2% boys, 49.7% girls) from five public primary schools in China. A set of tests on metacognitive knowledge and vocabulary knowledge were administered four times over four years. The one-on-one-basis metacognitive knowledge test was based on students’ explanations about cognitive activities; the vocabulary knowledge test focused on students’ breadth and depth of vocabulary knowledge. Latent growth curve modelling was used to study developmental change. Results showed that participants’ metacognitive knowledge and vocabulary knowledge improved from 1st to 4th grade but not in a cumulative fashion. Participants’ level of metacognitive knowledge was strongly associated with their vocabulary knowledge throughout the selected school years. The development of vocabulary knowledge breadth lagged behind vocabulary knowledge depth during the study period. These findings shed light on primary school students’ development of metacognitive knowledge and vocabulary knowledge.
{"title":"Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach","authors":"M. Teng","doi":"10.1080/09658416.2021.1972116","DOIUrl":"https://doi.org/10.1080/09658416.2021.1972116","url":null,"abstract":"Abstract This study explores how primary school children develop their metacognitive knowledge and vocabulary knowledge and how both types of knowledge are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD = .51; 50.2% boys, 49.7% girls) from five public primary schools in China. A set of tests on metacognitive knowledge and vocabulary knowledge were administered four times over four years. The one-on-one-basis metacognitive knowledge test was based on students’ explanations about cognitive activities; the vocabulary knowledge test focused on students’ breadth and depth of vocabulary knowledge. Latent growth curve modelling was used to study developmental change. Results showed that participants’ metacognitive knowledge and vocabulary knowledge improved from 1st to 4th grade but not in a cumulative fashion. Participants’ level of metacognitive knowledge was strongly associated with their vocabulary knowledge throughout the selected school years. The development of vocabulary knowledge breadth lagged behind vocabulary knowledge depth during the study period. These findings shed light on primary school students’ development of metacognitive knowledge and vocabulary knowledge.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"470 - 494"},"PeriodicalIF":2.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44840615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-24DOI: 10.1080/09658416.2021.1919688
Yipei Chen, Troy McConachy
Abstract These days, many pre-service and in-service language English language teachers now complete at least part of their professional training overseas. There is, thus, an important question concerning the impact of intercultural encounters on teachers’ perspectives towards the English language and the teaching of English. This paper reports on a study of how a small group of in-service teachers interpreted their experiences of intercultural communication in the UK whilst completing an MA TESOL degree, illuminating the nature of teachers’ perceptions of language and culture and how teachers translated insights derived from reflection on experience into pedagogic insights for the teaching of English as a global language. The findings reveal that participants’ views shifted away from highly normative conceptions of English language use as they recognised the variability and fluidity of communication in real-life intercultural encounters. Based on critical moments in their communication experiences, teachers articulate the importance of broadening their own learners’ perspectives on diversity within the English language and helping them develop cognitive and attitudinal tools to interact appropriately with diverse others. The paper contributes to understanding of the facilitative potential of teachers’ reflections on their own experiences of linguistic and cultural diversity in coming to formulate pedagogical ideals and concrete methodological possibilities.
{"title":"Translating intercultural experiences into pedagogic insights: shifts in language teachers’ perceptions of English as a language for intercultural communication","authors":"Yipei Chen, Troy McConachy","doi":"10.1080/09658416.2021.1919688","DOIUrl":"https://doi.org/10.1080/09658416.2021.1919688","url":null,"abstract":"Abstract These days, many pre-service and in-service language English language teachers now complete at least part of their professional training overseas. There is, thus, an important question concerning the impact of intercultural encounters on teachers’ perspectives towards the English language and the teaching of English. This paper reports on a study of how a small group of in-service teachers interpreted their experiences of intercultural communication in the UK whilst completing an MA TESOL degree, illuminating the nature of teachers’ perceptions of language and culture and how teachers translated insights derived from reflection on experience into pedagogic insights for the teaching of English as a global language. The findings reveal that participants’ views shifted away from highly normative conceptions of English language use as they recognised the variability and fluidity of communication in real-life intercultural encounters. Based on critical moments in their communication experiences, teachers articulate the importance of broadening their own learners’ perspectives on diversity within the English language and helping them develop cognitive and attitudinal tools to interact appropriately with diverse others. The paper contributes to understanding of the facilitative potential of teachers’ reflections on their own experiences of linguistic and cultural diversity in coming to formulate pedagogical ideals and concrete methodological possibilities.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"431 - 449"},"PeriodicalIF":2.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41765425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1080/09658416.2021.1925289
Sayaka Abe, Shawna Shapiro
Abstract In this article, we discuss how sociolinguistics can serve as an entryway into conversations about diversity, equity, and social justice, as part of education for global citizenship. Our approach, informed by Critical Language Awareness (CLA) theory, engages students with both unfamiliar and familiar linguistic forms, in order to promote critical reflection on ‘self’ and ‘other’, a crucial component of global citizenship development in higher education. We draw on our experience teaching cross- and intra-linguistic variation in linguistics courses, using a curricular sequence that involves three central concepts: Descriptivism, Indexicality, and Language Ideology. Through this sequence, students become more aware of their implicit biases and learn to argue against pervasive linguistic stereotypes and misconceptions. We reference examples of student work and comments from course evaluations showing how students internalise and apply course learning. This study adds to the growing body of research on how CLA is taught and learned within the higher education curriculum. Supplemental data for this article is available online at https://doi.org/10.1080/09658416.2021.1925289 .
{"title":"Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’","authors":"Sayaka Abe, Shawna Shapiro","doi":"10.1080/09658416.2021.1925289","DOIUrl":"https://doi.org/10.1080/09658416.2021.1925289","url":null,"abstract":"Abstract In this article, we discuss how sociolinguistics can serve as an entryway into conversations about diversity, equity, and social justice, as part of education for global citizenship. Our approach, informed by Critical Language Awareness (CLA) theory, engages students with both unfamiliar and familiar linguistic forms, in order to promote critical reflection on ‘self’ and ‘other’, a crucial component of global citizenship development in higher education. We draw on our experience teaching cross- and intra-linguistic variation in linguistics courses, using a curricular sequence that involves three central concepts: Descriptivism, Indexicality, and Language Ideology. Through this sequence, students become more aware of their implicit biases and learn to argue against pervasive linguistic stereotypes and misconceptions. We reference examples of student work and comments from course evaluations showing how students internalise and apply course learning. This study adds to the growing body of research on how CLA is taught and learned within the higher education curriculum. Supplemental data for this article is available online at https://doi.org/10.1080/09658416.2021.1925289 .","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"30 1","pages":"355 - 370"},"PeriodicalIF":2.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47531612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：