Apples - Journal of Applied Language Studies最新文献_第7页

The many faces of online community 网络社区的多种面貌

Apples - Journal of Applied Language Studies Pub Date : 2018-07-08 DOI: 10.17011/apples/urn.201812014967

Annamari Martinviita

引用次数: 1

On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era 乌干达政府在2015年后制定和实施母语教育政策的承诺

Apples - Journal of Applied Language Studies Pub Date : 2018-07-08 DOI: 10.17011/APPLES/URN.201809144126

F. M. Masaazi, Medadi E. Ssentanda, W. Ngaka

{"title":"On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era","authors":"F. M. Masaazi, Medadi E. Ssentanda, W. Ngaka","doi":"10.17011/APPLES/URN.201809144126","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201809144126","url":null,"abstract":"The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133528800","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}

引用次数: 3

Stakeholder beliefs in English-medium instruction for young learners in Sweden 瑞典年轻学习者英语教学中的利益相关者信念

Apples - Journal of Applied Language Studies Pub Date : 2018-07-08 DOI: 10.17011/APPLES/URN.201809214208

Jeanette Toth

{"title":"Stakeholder beliefs in English-medium instruction for young learners in Sweden","authors":"Jeanette Toth","doi":"10.17011/APPLES/URN.201809214208","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201809214208","url":null,"abstract":"While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128360585","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}

引用次数: 5

Are we who we cite? 我们就是我们所引用的人吗?

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/apples/urn.201905092524

Johanna Ennser-Kananen

引用次数: 2

Oral proficiency in second and third foreign languages in the Danish education system 在丹麦教育体系中，口语能力达到第二外语和第三外语水平

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201903011689

Susana S. Fernández, H. Andersen

引用次数: 5

CLIL modules and their affective impact on students with high English anxiety and low self-efficacy CLIL模块及其对高英语焦虑低自我效能感学生的情感影响

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201906253409

Stephanie Ohlberger, Claas Wegner

{"title":"CLIL modules and their affective impact on students with high English anxiety and low self-efficacy","authors":"Stephanie Ohlberger, Claas Wegner","doi":"10.17011/APPLES/URN.201906253409","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201906253409","url":null,"abstract":"Many studies in recent years focused on the efficiency of bilingual education in different school settings. If a school pursues a regular implementation of CLIL modules instead of the establishment of proper CLIL streams, the student group that is affected by this teaching approach is much more diverse when compared to the preselected CLIL stream groups. In this regard, also students with high English anxiety and low self-efficacy will have to participate in the modules and it is particularly interesting to see how these student types deal with teaching units held in a foreign language. The study at hand presents results from an intervention at German schools with two biology units taught in English. Students aged 15 to 16 rated the affective effects of these modules by filling in a pre-post-follow up questionnaire. Results show that English anxiety can indeed be lowered, while students’ self-efficacy increases due to this intervention. Obviously, more research has to confirm whether this is the case for other age groups and subjects as well. Nonetheless, it is a good start to recommend employing CLIL modules on a greater scale since the effects are substantial even if students do not willingly choose to take part in CLIL.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113970739","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}

引用次数: 7

Whole class interaction in the adult L2-classroom 成人l2课堂的全班互动

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201903251959

Åsa Wedin, Annika Norlund Shaswar

{"title":"Whole class interaction in the adult L2-classroom","authors":"Åsa Wedin, Annika Norlund Shaswar","doi":"10.17011/APPLES/URN.201903251959","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201903251959","url":null,"abstract":"This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"1 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120959329","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}

引用次数: 7

Developing picture communication for interactional situations at the beginning of the asylum process 在庇护程序开始时，为互动情况发展图片交流

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/apples/urn.201910224569

E. Tapio

引用次数: 1

Learning, teaching and assessment of second foreign languages in Swedish lower secondary school 瑞典初中第二外语的学习、教学与评价

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/apples/urn.201903011687

C. Bardel, Gudrun Erickson, Rakel Österberg

{"title":"Learning, teaching and assessment of second foreign languages in Swedish lower secondary school","authors":"C. Bardel, Gudrun Erickson, Rakel Österberg","doi":"10.17011/apples/urn.201903011687","DOIUrl":"https://doi.org/10.17011/apples/urn.201903011687","url":null,"abstract":"This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123532973","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}

引用次数: 13

Language learning strategies and teaching practices in adult L2 education 成人第二语言教育中的语言学习策略与教学实践

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201907063590

Annika Norlund Shaswar, Åsa Wedin

{"title":"Language learning strategies and teaching practices in adult L2 education","authors":"Annika Norlund Shaswar, Åsa Wedin","doi":"10.17011/APPLES/URN.201907063590","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201907063590","url":null,"abstract":"This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as complicated for the student, while the student-initiated strategies were counteracted by the teacher. Some of the LLS promoted by the teacher that were difficult for the student seemed to demand literacy skills that he had not yet developed. This underlines the importance of adapting teaching to the language and literacy competences of the individual learner. It also highlights the importance of further research on LLS with this group of students in order to find strategies that work in the process of developing functional literacy skills.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128817109","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}

引用次数: 4