Pub Date : 2023-02-08DOI: 10.1177/00336882231152944
J. Ramdani, S. Baker, X. Gao
The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic.
{"title":"Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia","authors":"J. Ramdani, S. Baker, X. Gao","doi":"10.1177/00336882231152944","DOIUrl":"https://doi.org/10.1177/00336882231152944","url":null,"abstract":"The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"5 1","pages":"340 - 355"},"PeriodicalIF":3.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77301583","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 : 2023-02-01DOI: 10.1177/00336882221150810
B. Moorhouse, Lucas Kohnke, Yuwei Wan
Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers’ and learners’ awareness of the forms of technology available and succinctly describe their benefits and limitations for language teaching and learning. As education enters a new digital age, accelerated by the COVID-19 pandemic, it is essential to determine which forms of technology support teachers’ professional learning and how they can be utilized. This article presents a systematic review of technology reviews published between 2017 and 2022 in five Q1 SCOPUS-indexed language teaching and learning journals: RELC Journal, TESOL Journal, CALICO Journal, Language Learning and Technology and Teaching English as a Second Language Electronic Journal (TESL-EJ). These five journals were the only Q1 language teaching and learning journals we identified that publish technology reviews. All 73 technology reviews published in the 5-year period in the 5 journals were reviewed. Using professional digital competence as a framework, we explore what the articles reveal about how technology is used, as well as the knowledge gaps that remain. We examine the types and features of the technology described in the reviews, the language skills and educational levels of the learners, and the pedagogical implications of technology use. We found that the technology reviews mainly introduced the technological features and functions of the reviewed technologies with less emphasis placed on their pedagogical utilities and social aspects of their use for language teaching. The article concludes with recommendations for authors and journal editors regarding the content that should be included in a technology review to ensure that it is helpful to the profession. We also offer advice to practitioners on how to benefit from technology reviews.
{"title":"A Systematic Review of Technology Reviews in Language Teaching and Learning Journals","authors":"B. Moorhouse, Lucas Kohnke, Yuwei Wan","doi":"10.1177/00336882221150810","DOIUrl":"https://doi.org/10.1177/00336882221150810","url":null,"abstract":"Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers’ and learners’ awareness of the forms of technology available and succinctly describe their benefits and limitations for language teaching and learning. As education enters a new digital age, accelerated by the COVID-19 pandemic, it is essential to determine which forms of technology support teachers’ professional learning and how they can be utilized. This article presents a systematic review of technology reviews published between 2017 and 2022 in five Q1 SCOPUS-indexed language teaching and learning journals: RELC Journal, TESOL Journal, CALICO Journal, Language Learning and Technology and Teaching English as a Second Language Electronic Journal (TESL-EJ). These five journals were the only Q1 language teaching and learning journals we identified that publish technology reviews. All 73 technology reviews published in the 5-year period in the 5 journals were reviewed. Using professional digital competence as a framework, we explore what the articles reveal about how technology is used, as well as the knowledge gaps that remain. We examine the types and features of the technology described in the reviews, the language skills and educational levels of the learners, and the pedagogical implications of technology use. We found that the technology reviews mainly introduced the technological features and functions of the reviewed technologies with less emphasis placed on their pedagogical utilities and social aspects of their use for language teaching. The article concludes with recommendations for authors and journal editors regarding the content that should be included in a technology review to ensure that it is helpful to the profession. We also offer advice to practitioners on how to benefit from technology reviews.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"12 1","pages":"426 - 444"},"PeriodicalIF":3.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76671895","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 : 2023-01-17DOI: 10.1177/00336882221150811
Zhicheng Mao, Icy Lee
Although a surfeit of research has investigated the technicality and efficacy of feedback, much less attention has been directed towards student engagement with written feedback. In second-language writing scholarship, student engagement is considered the linchpin that connects feedback provision with learning outcomes and is crucial for feedback to be effective. This article aims to provide a critical review of empirical research on student engagement with written feedback on second-language writing, as well as suggestions for future studies and classroom practice. Utilizing systematic and explicit methods to identify, select and critically appraise relevant research, the article provides a synthesis of research findings concerning: (a) the ways second-language students engage with written feedback; (b) factors that influence student engagement with written feedback; and (c) impact of pedagogical activities on student engagement with written feedback. Based on the reviewed evidence, this study also outlines several areas for future research and provides pedagogical recommendations for second-language teachers. By synthesizing empirical findings on student engagement with written feedback and distilling their implications, the article advances existing knowledge on this under-researched yet important topic and suggests implications that could inform new avenues of research and pedagogical practice.
{"title":"Student Engagement with Written Feedback: Critical Issues and Way Forward","authors":"Zhicheng Mao, Icy Lee","doi":"10.1177/00336882221150811","DOIUrl":"https://doi.org/10.1177/00336882221150811","url":null,"abstract":"Although a surfeit of research has investigated the technicality and efficacy of feedback, much less attention has been directed towards student engagement with written feedback. In second-language writing scholarship, student engagement is considered the linchpin that connects feedback provision with learning outcomes and is crucial for feedback to be effective. This article aims to provide a critical review of empirical research on student engagement with written feedback on second-language writing, as well as suggestions for future studies and classroom practice. Utilizing systematic and explicit methods to identify, select and critically appraise relevant research, the article provides a synthesis of research findings concerning: (a) the ways second-language students engage with written feedback; (b) factors that influence student engagement with written feedback; and (c) impact of pedagogical activities on student engagement with written feedback. Based on the reviewed evidence, this study also outlines several areas for future research and provides pedagogical recommendations for second-language teachers. By synthesizing empirical findings on student engagement with written feedback and distilling their implications, the article advances existing knowledge on this under-researched yet important topic and suggests implications that could inform new avenues of research and pedagogical practice.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"71 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86286858","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 : 2023-01-02DOI: 10.1177/00336882221143199
Ali Karakaş, Yusop Boonsuk
Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.
{"title":"Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education","authors":"Ali Karakaş, Yusop Boonsuk","doi":"10.1177/00336882221143199","DOIUrl":"https://doi.org/10.1177/00336882221143199","url":null,"abstract":"Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"101 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87186039","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 : 2023-01-02DOI: 10.1177/00336882221149421
{"title":"Corrigendum to The Roles of Second-Language Proficiency Level and Working Memory on Vocabulary Learning from Word-Focused Exercises","authors":"","doi":"10.1177/00336882221149421","DOIUrl":"https://doi.org/10.1177/00336882221149421","url":null,"abstract":"","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705353","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 : 2022-12-25DOI: 10.1177/00336882221143184
H. Zhang, W. Liu, Huiqin Li
This study reports on English-as-a-foreign-language teachers’ beliefs about coursebooks and their adaptation profiles; it also unveils the demographic characteristics that differentiate the profiles. Responses from 3654 Chinese English-as-a-foreign-language teachers were analyzed using Latent Profile Analysis, descriptive statistics and Scheffé's method. Results indicate four distinct coursebook adaptation profiles: Highly Active, Moderately Active, Lowly Active and Adding-Deleting-Oriented. The four profiles differed significantly in the distribution of teachers by professional titles, administrative posts, types of students they teach, and participation in coursebook writing and coursebook use training. The teachers tended to regard coursebooks as resources rather than scripts.
{"title":"English-as-a-Foreign-Language Teachers’ Beliefs and Coursebook Adaptation Practices: A Latent Profile Analysis","authors":"H. Zhang, W. Liu, Huiqin Li","doi":"10.1177/00336882221143184","DOIUrl":"https://doi.org/10.1177/00336882221143184","url":null,"abstract":"This study reports on English-as-a-foreign-language teachers’ beliefs about coursebooks and their adaptation profiles; it also unveils the demographic characteristics that differentiate the profiles. Responses from 3654 Chinese English-as-a-foreign-language teachers were analyzed using Latent Profile Analysis, descriptive statistics and Scheffé's method. Results indicate four distinct coursebook adaptation profiles: Highly Active, Moderately Active, Lowly Active and Adding-Deleting-Oriented. The four profiles differed significantly in the distribution of teachers by professional titles, administrative posts, types of students they teach, and participation in coursebook writing and coursebook use training. The teachers tended to regard coursebooks as resources rather than scripts.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"54 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75053960","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 : 2022-12-23DOI: 10.1177/00336882221143192
Kaiyang Guo, Xinyu Chen, Shen Qiao
Although prior studies have suggested the benefits of a collaborative approach to providing peer feedback in EFL writing, little is known about how students engage in collaborative peer feedback (CPF) activities. This paper reports on a case study involving five Chinese EFL students who collaboratively provided feedback on five argumentative essays written by their peers. We examined the CPF results generated by the students and found that they paid more attention to content-related issues and that negative feedback was more frequent than positive feedback. We also investigated the steps that the students took during CPF and the collaboration skills that they adopted. This revealed a four-step CPF procedure that included initiation, planning, deliberation and summarisation. Furthermore, our analysis showed that the students effectively used six of the nine social process skills in the framework of Hesse et al.: action, interaction, task completion, adaptive responsiveness, negotiation and responsibility initiative. However, the other three skills, namely audience awareness, self-evaluation and transactive memory, were not sufficiently applied. We suggest that EFL teachers integrate CPF into writing classrooms to enhance students’ peer feedback performance. To enable successful CPF, teachers should help develop their students’ collaboration skills.
{"title":"Exploring a Collaborative Approach to Peer Feedback in EFL Writing: How Do Students Participate?","authors":"Kaiyang Guo, Xinyu Chen, Shen Qiao","doi":"10.1177/00336882221143192","DOIUrl":"https://doi.org/10.1177/00336882221143192","url":null,"abstract":"Although prior studies have suggested the benefits of a collaborative approach to providing peer feedback in EFL writing, little is known about how students engage in collaborative peer feedback (CPF) activities. This paper reports on a case study involving five Chinese EFL students who collaboratively provided feedback on five argumentative essays written by their peers. We examined the CPF results generated by the students and found that they paid more attention to content-related issues and that negative feedback was more frequent than positive feedback. We also investigated the steps that the students took during CPF and the collaboration skills that they adopted. This revealed a four-step CPF procedure that included initiation, planning, deliberation and summarisation. Furthermore, our analysis showed that the students effectively used six of the nine social process skills in the framework of Hesse et al.: action, interaction, task completion, adaptive responsiveness, negotiation and responsibility initiative. However, the other three skills, namely audience awareness, self-evaluation and transactive memory, were not sufficiently applied. We suggest that EFL teachers integrate CPF into writing classrooms to enhance students’ peer feedback performance. To enable successful CPF, teachers should help develop their students’ collaboration skills.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"61 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83378241","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 : 2022-12-18DOI: 10.1177/00336882221143188
Juxiang Wen, Lan Yi
The rapid advancement in video technologies in recent years has made the creating and editing of subtitles for a video increasingly feasible. For a long time, however, the pedagogical potentials of subtitling in language teaching and learning have been neglected. To fill this gap, this technology review introduces VisualSubSync, a free and flexible tool for subtitle editing, as a practical instrument to facilitate the teaching of listening and viewing skills. This review first provides an overview of the main features of the software and then discusses the possible benefits it offers to listening and viewing pedagogies in the English-as-a-foreign-language classroom. Finally, the challenges that teachers and learners may face with subtitling are considered.
{"title":"Teaching Active Listening and Viewing in the Language Classroom: Subtitling through VisualSubSync","authors":"Juxiang Wen, Lan Yi","doi":"10.1177/00336882221143188","DOIUrl":"https://doi.org/10.1177/00336882221143188","url":null,"abstract":"The rapid advancement in video technologies in recent years has made the creating and editing of subtitles for a video increasingly feasible. For a long time, however, the pedagogical potentials of subtitling in language teaching and learning have been neglected. To fill this gap, this technology review introduces VisualSubSync, a free and flexible tool for subtitle editing, as a practical instrument to facilitate the teaching of listening and viewing skills. This review first provides an overview of the main features of the software and then discusses the possible benefits it offers to listening and viewing pedagogies in the English-as-a-foreign-language classroom. Finally, the challenges that teachers and learners may face with subtitling are considered.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"28 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73742675","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 : 2022-12-01DOI: 10.1177/00336882221137944
M. Yeo
At this time last year, just as we were transitioning from a COVID-19 pandemic to a COVID-19 endemic world, I was writing the editorial for the December 2021 issue of the RELC Journal. I celebrated the agility, resilience, and professionalism of teachers around the region who did their best to provide learning opportunities during periods of lockdown. I also raised concerns about learning loss and the increasing digital divide, as well as the blurring of boundaries between teachers’ personal and professional lives. Thankfully, most countries have now entered a post-pandemic recovery phase with the resumption of face-to-face teaching or at least some form of hybrid teaching. Not surprisingly, the digital transformation that occurred over the past two years has continued. As many institutions and teachers witnessed first-hand the power of technology in engaging learners and providing useful data to inform teaching improvement, we are keen to continue to use tools and technologies. As language teachers, teacher educators, and researchers, we may be wondering and worrying about this emphasis on technology, asking basic questions such as Can my school afford new technology? How can I find out about the latest tools? How do I choose from the multitude of tools? How do I learn to use these tools effectively? We may even be asking important pedagogical questions: How can I use this tool to improve teaching and learning? How will I know if the technology I use has made a difference to my students? We can take heart by remembering that it is less about technology and more about the learners and their learning. At the recent BETTS Asia 2022 Conference in Bangkok, Thailand, this was the overwhelming message – that humans, not technology – must be at the heart of teaching and learning. At the end of the day, language teaching and language teacher education are not about technology or how it is used. It is about
{"title":"Editorial: What is at the Heart of Teaching and Learning in a Post-pandemic Recovery World?","authors":"M. Yeo","doi":"10.1177/00336882221137944","DOIUrl":"https://doi.org/10.1177/00336882221137944","url":null,"abstract":"At this time last year, just as we were transitioning from a COVID-19 pandemic to a COVID-19 endemic world, I was writing the editorial for the December 2021 issue of the RELC Journal. I celebrated the agility, resilience, and professionalism of teachers around the region who did their best to provide learning opportunities during periods of lockdown. I also raised concerns about learning loss and the increasing digital divide, as well as the blurring of boundaries between teachers’ personal and professional lives. Thankfully, most countries have now entered a post-pandemic recovery phase with the resumption of face-to-face teaching or at least some form of hybrid teaching. Not surprisingly, the digital transformation that occurred over the past two years has continued. As many institutions and teachers witnessed first-hand the power of technology in engaging learners and providing useful data to inform teaching improvement, we are keen to continue to use tools and technologies. As language teachers, teacher educators, and researchers, we may be wondering and worrying about this emphasis on technology, asking basic questions such as Can my school afford new technology? How can I find out about the latest tools? How do I choose from the multitude of tools? How do I learn to use these tools effectively? We may even be asking important pedagogical questions: How can I use this tool to improve teaching and learning? How will I know if the technology I use has made a difference to my students? We can take heart by remembering that it is less about technology and more about the learners and their learning. At the recent BETTS Asia 2022 Conference in Bangkok, Thailand, this was the overwhelming message – that humans, not technology – must be at the heart of teaching and learning. At the end of the day, language teaching and language teacher education are not about technology or how it is used. It is about","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"34 1","pages":"485 - 489"},"PeriodicalIF":3.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81658171","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 : 2022-12-01DOI: 10.1177/00336882221139894
L. Zhang
. His research centres around different aspects of bilingualism and multilingualism, including the acquisition of multiple languages in childhood, family language policy, education policy and practice in relation to bilingual and multilingual learners of minoritized and transnational backgrounds, complementary schools, cognitive bene fi ts of language learning
{"title":"Deepening the Understanding of Translanguaging as a Practical Theory of Language: A Conversation with Professor Li Wei","authors":"L. Zhang","doi":"10.1177/00336882221139894","DOIUrl":"https://doi.org/10.1177/00336882221139894","url":null,"abstract":". His research centres around different aspects of bilingualism and multilingualism, including the acquisition of multiple languages in childhood, family language policy, education policy and practice in relation to bilingual and multilingual learners of minoritized and transnational backgrounds, complementary schools, cognitive bene fi ts of language learning","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"174 2 1","pages":"739 - 746"},"PeriodicalIF":3.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89377191","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}
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