{"title":"Teaching Foreign Languages in the Twenty-First Century","authors":"Sarah Gretter, Ager Gondra","doi":"10.4018/978-1-5225-9618-9.ch015","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch015","url":null,"abstract":"This chapter explores the case of a hybrid Spanish program where technology, standards, and teacher expertise in foreign language education are merged to bolster students' learning. The chapter identifies the instructional elements relevant to 21st century foreign language education, and depicts the transactional relationship between technology, standards and teacher experience in a Spanish hybrid teaching environment. Finally, we provide a set of recommendations for current and future Spanish educators, as well as foreign language educators in general based on the experiences shared by students, educators, and administrator in the program.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"11 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120843369","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}
{"title":"Flipped Learning in TESOL","authors":"Ilka Kostka, Helaine W. Marshall","doi":"10.4018/978-1-5225-9618-9.ch007","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch007","url":null,"abstract":"Flipped learning is an innovative educational model in which content that is traditionally presented in class is completed at home, and in class, students work on applying what they have learned at home to engage in interactive and collaborative activities. Over the past five years, flipped learning has found a strong voice within the field of the field of Teaching English to Speakers of Other Languages (TESOL), as evidenced by the rapid increase in conference presentations, research, and publications noting its implementation. In this chapter, the authors provide an overview of the flipped learning approach within English language instruction. Included is a discussion of flipped learning's evolution and an analysis of current research that identifies areas of consensus, issues, and controversies. Finally, the authors offer six recommendations for implementing flipped learning in English language classrooms and conclude with future directions for inquiry into flipped learning in TESOL.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"9 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":"122652779","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}
{"title":"A Business Writing OIL (Online International Learning)","authors":"Simon Smith, Nicole Keng","doi":"10.4018/978-1-5225-9618-9.ch045","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch045","url":null,"abstract":"Online International Learning (OIL) helps to integrate soft skills into the academic curriculum, as well as providing students with international interaction opportunities. In this article, we evaluate the extent to which telecollaborative writing tasks between UK-based (mostly Chinese) and Finnish students over an online platform can benefit academic writing learning experience and contribute to curriculum and materials design in EAP. In the article, there are two groups of learners from different geographical contexts, Finland and the UK. The Finland-based students are almost all Finnish, while those studying in the UK are mostly from China. In both cases, the target language is English. The students in Finland worked in pairs to create authentic case study materials, and the students in the UK, in what we characterize as “stimulus writing”, produced reports based on the case studies they had been given.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"32 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":"129093885","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}
{"title":"Multilingualism, Identities and Language Hegemony","authors":"Jing Li, D. Moore","doi":"10.4018/978-1-5225-9618-9.ch020","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch020","url":null,"abstract":"This paper presents the findings from a case study of how five post-secondary ethnic multilingual students (three Bai and two Zhuang) at a local university in Southwestern China experience multilingualism and ethnic identities (de)construction and invest themselves in an active negotiation for legitimate membership in mainstream educational Discourses (Gee, 1990, 2012). The authors seek to understand how the perceived hegemony of Mandarin has impacted their social positioning and delegitimized their multilingual assets and ethnic identities in mainstream educational Discourses, and how they managed to negotiate their identities as ethnic multilinguals in different social Discourses. The authors argue that through the legitimate dominance of Mandarin, these students are not merely being positioned as members of a negatively stereotyped ethnic group but also concurrently participating in reconstructing the Mandarin language hegemony in those very Discourses, which runs the risk of further expanding the existing educational inequalities between Han and ethnic minority students..","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"1995 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":"128189831","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}
{"title":"Helping Language Learners Put Concordance Data in Context","authors":"Stephen Jeaco","doi":"10.4018/978-1-5225-9618-9.ch004","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch004","url":null,"abstract":"While corpus tools provide several different ways to display relationships between words within texts and across texts, the main format for viewing concordance data is Key Word in Context (KWIC). In Computer Aided Language Learning, concordance lines in KWIC format may be accessed inside a concordancer or within other software through links to corpus data. Language learners can and do gain useful insights from exploring concordance data in KWIC format, but some kinds of information may be harder to see, some patterning of use may not be so obvious, and reading of complete examples may not be very easy. The Prime Machine was developed for language learners and aims to make corpus data easier to access and interpret. This paper introduces the design of the Cards Tab, which provides an additional way of viewing concordance data. Results from three evaluations with language learners and teachers show positive attitudes towards this display.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"50 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":"131772601","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}
{"title":"Contextualizing Language Learning With Street View Panoramas","authors":"Y. Shih","doi":"10.4018/978-1-5225-3719-9.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-3719-9.CH004","url":null,"abstract":"The latest street view technology enables language learners to look around and navigate interactively from remote worldwide locations via the internet. In addition to the enhanced feeling of immersion, the realistic scenes in a street view panorama help to represent the real world and make language learning more engaging and meaningful. This chapter explores the potential for extending a virtual English as a foreign language classroom with online street view panoramas. The program aims to create an immersive environment within which students complete a task-based learning activity; the task design is based on Schank's (1996) goal-based scenarios. The results reveal that street view technologies hold great potential to enhance language learners' communicative competence. Future research is needed to look into learners' experience in this new learning environment and to examine the use of street view panoramas in other disciplines.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"57 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":"132120518","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}
{"title":"Using Telecollaboration 2.0 to Build Intercultural Communicative Competence","authors":"Lina Lee","doi":"10.4018/978-1-5225-5463-9.CH017","DOIUrl":"https://doi.org/10.4018/978-1-5225-5463-9.CH017","url":null,"abstract":"This chapter reports a Spanish-American telecollaborative project through which students created blogs, VoiceThread presentations, and video chats for intercultural exchanges over the course of one semester. The chapter outlines the methodology for the project including pedagogical objectives, task design, selection of Web 2.0 tools, and implementation. Using qualitative data collection, the study explored the extent to which Web 2.0-mediated learning could contribute to learners' intercultural communicate competence (ICC) development. The findings revealed that students exhibited the skills outlined in Byram's ICC model. Students showed positive attitudes and curiosity towards the target culture, and gained new cultural knowledge. They also demonstrated skills of discovery and interaction that helped them build critical cultural awareness. The study suggests that learners' ICC can be assessed by the implementation of a well-designed telecollaborative exchange using Web 2.0 technologies.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"116 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":"115886054","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}
{"title":"The Technology Segment of a Methods Course","authors":"J. Hendryx","doi":"10.4018/978-1-5225-9618-9.ch038","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch038","url":null,"abstract":"This chapter reports a case study with survey data collected from one residency Spanish language teacher completing the final phase of a modern languages education program as well as two current in-service Spanish language teachers who completed the same program the year previously. Specifically, the study examined 1) what the three teachers recall of an overarching framework for embracing technology they were introduced to in their methods course, 2) what technologies they currently employ for language instruction and why, and 3) what characteristics they imagine the model modern language educator of the future will require. Findings revealed that these teachers did not recall in detail the overarching system for embracing technology introduced to them, they utilized a very broad range of technologies for teaching which would prove difficult to train them all in effectively during a methods course, and they saw flexible, engaging, patient, and content-prepared professionals as the future of the profession.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","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":"115552542","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}
{"title":"Translingual and Digital Ecologies","authors":"Jialei Jiang","doi":"10.4018/978-1-5225-9618-9.ch042","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch042","url":null,"abstract":"Scholarship in cloud pedagogy has provided intriguing lenses through which researchers enhance pedagogical approaches for digital composition classrooms. However, there is a lack of discussion on how cloud pedagogy could be employed to benefit second language learners of writing. Scholars in both digital and translingual areas of research have touched on conceptualizing their theories through multimodal, collaborative, and ecological perspectives of writing. Therefore, this article looks into the theories and practices of translingualism, and explore how translingual writing can be merged and integrated into the multimodal applications of cloud-based learning. Following and expanding the practices of digital composition, this paper aims to argue for an ontological shift to a translingual view of cloud-based writing and examine how it informs second language learning.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","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":"128384707","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}
{"title":"Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom","authors":"Ping Yang","doi":"10.4018/978-1-5225-2069-6.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-2069-6.CH008","url":null,"abstract":"This chapter examines the important role intercultural nonverbal communication competence plays as intercultural responsiveness in the second language learning classroom. The researcher reviewed relevant theory about intercultural nonverbal communication competence and focused on the research question. First, nonverbal communication styles are part of a culture, and the differences between low-context culture and high-context culture are represented in direct and indirect communication style in classroom communication activities. Second, speakers from different cultures use different nonverbal communication rules and behave differently and this can cause misunderstanding. Third, intercultural nonverbal communication differs between people from polychronic culture and those from monochronic culture. Different time concepts result in different behaviour patterns. Second language teachers should undertake training in intercultural nonverbal communication to facilitate students learning. The pedagogical implications for the second language teachers are discussed.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"2010 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":"129137730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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