Language, Culture and Curriculum最新文献_第5页

Classroom interaction in English-medium instruction: are there differences between disciplines? 英语教学中的课堂互动:学科之间存在差异吗?

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-11-28 DOI: 10.1080/07908318.2022.2151615

D. Lasagabaster, A. Doiz

{"title":"Classroom interaction in English-medium instruction: are there differences between disciplines?","authors":"D. Lasagabaster, A. Doiz","doi":"10.1080/07908318.2022.2151615","DOIUrl":"https://doi.org/10.1080/07908318.2022.2151615","url":null,"abstract":"ABSTRACT English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, however, may be determined not only by the use of English as means of instruction but also by the discipline. In this study, we intend to analyse whether the questioning practices of university lecturers from different disciplines differ both in the number and the type of questions asked. Thirty-six lectures from history, engineering and economics at various Spanish universities were recorded and transcribed verbatim, to later on undertake the analysis of the questions made. The findings revealed that questions were not very frequent in class, and that there was no statistically significant difference between disciplines. As for the type of questions asked, confirmation check questions were by far the most common, followed by display, referential and self-answered questions in the three disciplines. Based on these results, some pedagogical implications are drawn with a view to fostering more interactive lectures.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"310 - 326"},"PeriodicalIF":3.5,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49199020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021 职前教师对多语言课堂教与学的态度。来自2021年奥地利暑期学校项目的见解

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-10-28 DOI: 10.1080/07908318.2022.2138426

Ayse N. Kart, Jana Groß Ophoff, Robert Pham Xuan

{"title":"Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021","authors":"Ayse N. Kart, Jana Groß Ophoff, Robert Pham Xuan","doi":"10.1080/07908318.2022.2138426","DOIUrl":"https://doi.org/10.1080/07908318.2022.2138426","url":null,"abstract":"ABSTRACT COVID-19-related school closures have caused educational disadvantages for school children around the world. Against this background, many countries have introduced catch-up programmes to counteract the growing educational inequality. The Austrian summer school was offered as such a supportive measure and primarily targeted learners with learning gaps, lower language skills, and German as an additional or second language (L2). In addition, pre-service teachers (PSTs) were, and still are, mainly involved in teaching during summer school. This study examines the extent to which PSTs believe they have the requisite knowledge and skills concerning linguistically and culturally responsive approaches to teach in multilingual classrooms to support students in catching up with potential learning losses. For this purpose, an online survey study was conducted during the nationwide implementation of the Austrian summer school 2021. Altogether, 109 PSTs in Western and Northeastern Austria were surveyed before and after participating in the summer school. The results show that despite their lack of knowledge and skills around linguistically responsive teaching approaches, PSTs experienced the summer school as a positive learning opportunity that improved their understanding of multilingualism and, according to their own assessments, supported their teaching skills in linguistically and culturally diverse contexts.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"276 - 292"},"PeriodicalIF":3.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43825646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme 一年级英语学生教师的阅读习惯和态度及其对奥地利研究项目文学课程设计的启示

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-10-28 DOI: 10.1080/07908318.2022.2138425

Harald Spann, Thomas Wagner

{"title":"Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme","authors":"Harald Spann, Thomas Wagner","doi":"10.1080/07908318.2022.2138425","DOIUrl":"https://doi.org/10.1080/07908318.2022.2138425","url":null,"abstract":"ABSTRACT This paper reports results from a quantitative curriculum study on literature modules in Austrian undergraduate teacher education programmes. In order to optimise course delivery in literature classes at the University College of Education Upper Austria (PHOÖ), reading habits and attitudes of 153 first-year EFL students for secondary school education were assessed in an online-questionnaire. The questionnaire examined students’ exposure to literary texts, their self-assessment as avid readers, their performative literacy, and their preferred reading stance. Results show rather limited avid reading, a self-centred performative literacy as well as a profoundly pragmatic reading stance. Such habits and attitudes could not only jeopardise success within the current teacher education study programmes but also aggravate the well-known Peter Effect, rendering prospective EFL teachers incapable of inspiring enthusiasm for literary reading in their future students. After discussing these results, the paper concludes with potential ramifications for curricular revisions as well as avenues for further research.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"240 - 256"},"PeriodicalIF":3.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study 语言学习者的情绪动态：Q方法论强化个案研究的启示

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-10-07 DOI: 10.1080/07908318.2022.2133137

Nicola Fraschini

{"title":"Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study","authors":"Nicola Fraschini","doi":"10.1080/07908318.2022.2133137","DOIUrl":"https://doi.org/10.1080/07908318.2022.2133137","url":null,"abstract":"ABSTRACT Learner emotions represent sudden, dynamic, and complex adaptations to the language classroom environment. Recent Second Language Acquisition research calls for a more holistic perspective in approaching classroom emotions, one that considers emotional variations between and across learners, and which foregrounds the interconnections among emotions and between emotions and the learning environment. This paper approaches emotions from a complex dynamic systems perspective and investigates the classroom emotions of five university students of Korean as a foreign language using a Q methodology intensive single-case study design. Overall results show that students have sometimes similar, sometimes different emotional reactions depending on classroom events, indicating different levels of interaction between a learner’s emotional system and other individual characteristics. Additionally, a more fine-grained analysis at the level of individual learners reveals clusters of emotions triggered by the same event and foregrounds the relevance of epistemic emotions for instructed foreign language learning. The results are discussed focusing on new hypotheses to inform future SLA emotion research and classroom practices.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"222 - 239"},"PeriodicalIF":3.5,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47932306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

EMI Teachers’ perceptions and practices regarding culture teaching in Chinese higher education EMI教师对中国高等教育文化教学的认识与实践

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-09-03 DOI: 10.1080/07908318.2022.2115056

Wenhong Huang, F. Fang

{"title":"EMI Teachers’ perceptions and practices regarding culture teaching in Chinese higher education","authors":"Wenhong Huang, F. Fang","doi":"10.1080/07908318.2022.2115056","DOIUrl":"https://doi.org/10.1080/07908318.2022.2115056","url":null,"abstract":"ABSTRACT Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and six post-observation interviews. Drawing on Larzen-Ostermark's tripartite culture-teaching orientations and Rasouli and Moradkhani's culture-teaching taxonomy, the findings revealed that teachers with a humanities and social sciences background had a fluid and dynamic view regarding the understanding of culture, while teachers with a science, technology, engineering and mathematics background did not recognise the need to incorporate cultural instruction into their EMI classes. In analysing classroom data, five categories of cultural instruction were identified: contrast, authentic material, groupwork, codeswitching and guided discussion of culture. The five categories are mainly in line with the affective and action orientations in Larzen-Ostermark's three-orientation framework. The paper concludes by exploring the implications of the study's findings for EMI policymakers and EMI teacher training programmes.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"205 - 221"},"PeriodicalIF":3.5,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45162150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Neoliberalism for young learners in an EFL context: a mixed-methods approach 新自由主义在英语语境下对年轻学习者的影响:一种混合方法

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-08-08 DOI: 10.1080/07908318.2022.2110890

M. A. Farsani, Fatemeh Rahimi

引用次数: 0

Synergizing learning in and beyond the classroom in study abroad context: accounts from CSL sojourners in China 海外留学背景下课堂内外的协同学习：来自中超旅居中国者的叙述

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-07-31 DOI: 10.1080/07908318.2022.2106993

Yueh-Yin Peng

{"title":"Synergizing learning in and beyond the classroom in study abroad context: accounts from CSL sojourners in China","authors":"Yueh-Yin Peng","doi":"10.1080/07908318.2022.2106993","DOIUrl":"https://doi.org/10.1080/07908318.2022.2106993","url":null,"abstract":"ABSTRACT Adopting a learning ecology perspective, this study examined sojourners’ formal classroom learning and the interactions between their learning in the classroom and their learning in the community. Data for the study were collected from semi-structured interviews and classroom observations involving 14 sojourners learning Chinese as a second language (CSL) at a Chinese higher education institution. The study found that the CSL sojourners made conscious efforts to create a reciprocal relationship between their second language (L2) interactions in the local community and their instructed learning in the programme, but in doing this they encountered a series of challenges. When these learners encountered challenges in attempting to use local interactions to support their instructed learning, they relied on communicative instruction in the classroom. While much of the in-class instruction that they received did not support their daily communication needs in the local community, several instructional activities involving the local community were identified to play a positive role in the process. These findings suggest that L2 study abroad programmes and classrooms should be reviewed/modified to more systematically encourage students to integrate their learning experiences across in-class and out-of-class contexts and supports from teacher education need to be in place as well.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"257 - 275"},"PeriodicalIF":3.5,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47249061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

English medium instruction for whom and for what? Rethinking the language-content relationship in higher education 针对谁，针对什么进行英语教学?高等教育中语言与内容关系的再思考

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-07-23 DOI: 10.1080/07908318.2022.2104304

Sin-Yi Chang

{"title":"English medium instruction for whom and for what? Rethinking the language-content relationship in higher education","authors":"Sin-Yi Chang","doi":"10.1080/07908318.2022.2104304","DOIUrl":"https://doi.org/10.1080/07908318.2022.2104304","url":null,"abstract":"ABSTRACT In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. ROAD-MAPPING English medium education in the internationalized university. Palgrave Macmillan; Macaro, E. 2018. English medium instruction. Oxford University Press; Pecorari, D., & Malmström, H. 2018. At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515) and the language-content spectrum that was first put forward by Met (1998. Curriculum decision-making in content-based language teaching. In J. Cenoz, & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Multilingual Matters), I highlight how EMI has been approached in existing literature and how it may converge or diverge with other bilingual labels. Using an institutional case as an example, I argue that the conceptualisation of the language-content duality could be expanded to better reflect the different manifestations of EMI in reality, and to provide space for tracing terminological movements in the process of policy implementation. To do so, a dynamic language-content model is introduced, drawing attention to different depths of integration based on what is controlled (e.g. language and/or content) and how much control is taken (e.g. in curriculum-planning, teaching, and/or assessment). The model can be viewed as a second generation of the language-content continuum, complementing existing EMI definitions while opening up wider possibilities for dealing with the interplay between language and content in university settings. The paper closes with implications for EMI policy-making and practice.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"161 - 176"},"PeriodicalIF":3.5,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A multilingual pedagogies initiative in higher education 高等教育中的多语言教学法

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-07-03 DOI: 10.1080/07908318.2022.2041028

R. Wildsmith-Cromarty, Maryn Reyneke, Kotie Kaiser, Dolly Dlavane

{"title":"A multilingual pedagogies initiative in higher education","authors":"R. Wildsmith-Cromarty, Maryn Reyneke, Kotie Kaiser, Dolly Dlavane","doi":"10.1080/07908318.2022.2041028","DOIUrl":"https://doi.org/10.1080/07908318.2022.2041028","url":null,"abstract":"ABSTRACT The research reported on in this article examines the attitudes towards student linguistic diversity and multilingual pedagogies of 30 university lecturer participants enrolled for an accredited short course on multilingual pedagogies at a South African institution. The aim of the course is to support lecturers in helping students gain access to their disciplines using multilingual strategies including translation and translanguaging. Staff from a range of disciplines drawn from 8 faculties formed the first cohort of participants. Within a postmodern research paradigm, an interpretive approach was used to understand and analyze data collected from questionnaires, language histories and a language portrait exercise. We discuss findings on staff perceptions of translanguaging in their teaching; their knowledge of and sensitivity towards their students’ linguistic repertoires, their own language backgrounds and the challenges they face in catering for linguistic diversity in their lectures. We also present participants’ examples of multilingual pedagogies based on what they had learned from the MP course.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"240 - 260"},"PeriodicalIF":3.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45287165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Enhancing the quality of students’ academic literacies through translanguaging 透过翻译提高学生的学术素养

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2022-07-03 DOI: 10.1080/07908318.2022.2076865

T. Batyi

引用次数: 1