European Journal of Applied Linguistics最新文献_第10页

Foreign Language Didactics and Foreign Language Education since 1945 1945年以来的外语教学与外语教育

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0029

C. Fäcke

引用次数: 1

From foreign language teaching methodology to comparative glottodidactics 从外语教学法到比较外语教学法

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0026

Przemysław Gębal, M. J. Nawracka

引用次数: 0

A history of sermons and carrots but no sticks 一段说教和胡萝卜，但没有大棒的历史

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0022

J. Granfeldt

引用次数: 1

The English shark and other fish in the pond 英国鲨鱼和池塘里的其他鱼

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0030

C. Fäcke

引用次数: 1

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms 探索年轻学习者的第二语言发展和对英语混合年龄教室中混合年龄和同龄同伴互动的看法

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0001

Tomas Kos

{"title":"Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms","authors":"Tomas Kos","doi":"10.1515/eujal-2020-0001","DOIUrl":"https://doi.org/10.1515/eujal-2020-0001","url":null,"abstract":"Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267509","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: 2

Foreign language education in Spain: A historical view 西班牙外语教育的历史考察

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-01-28 DOI: 10.1515/eujal-2020-0021

María Luisa García Bermejo

引用次数: 1

Teachers negotiating multilingualism in the EFL classroom 教师在英语课堂上讨论多语使用

IF 1.5

European Journal of Applied Linguistics Pub Date : 2020-12-16 DOI: 10.1515/eujal-2018-0020

Anne Pitkänen-Huhta, Katja Mäntylä

{"title":"Teachers negotiating multilingualism in the EFL classroom","authors":"Anne Pitkänen-Huhta, Katja Mäntylä","doi":"10.1515/eujal-2018-0020","DOIUrl":"https://doi.org/10.1515/eujal-2018-0020","url":null,"abstract":"Abstract This article sets out to explore English as foreign language (EFL) teachers’ views of teaching migrant pupils with multilingual backgrounds in a regular classroom. Previous studies on multilingual pupils have mostly concentrated on second language learning contexts or on the role of pupils’ L1. In an increasingly multilingual world and due to growing migration, this study concentrates on EFL. The data were interviews with English teachers (n=7), who reflected on their experiences with migrant pupils in the foreign language classroom. The data were analysed through qualitative content analysis. The participants had not really pondered on the role of multilingualism in the EFL classroom and some underlying preconceptions could be detected. Teachers’ perception of the multilingual pupil was controversial in that they did not want to draw attention to the linguistic background of the pupil but, on the other hand, they had noticed that multilingual learners had greater language awareness than their mainstream peers. Although not fully aware of the potential of multilingualism and the pupils’ linguistic resources in EFL teaching, the teachers had used several ways of supporting their multilingual learners, reflecting the principles of translanguaging.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2018-0020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42755569","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: 2

Moving beyond language(s): a case study on a newcomer’s translanguaging practices 超越语言:一个新人的跨语言实践个案研究

IF 1.5

European Journal of Applied Linguistics Pub Date : 2020-09-11 DOI: 10.1515/eujal-2020-0005

S. Degano, Claudine Kirsch

{"title":"Moving beyond language(s): a case study on a newcomer’s translanguaging practices","authors":"S. Degano, Claudine Kirsch","doi":"10.1515/eujal-2020-0005","DOIUrl":"https://doi.org/10.1515/eujal-2020-0005","url":null,"abstract":"Abstract Numerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social semiotic perspective on translanguaging. Similarly, studies on newcomers in this field are scarce. Newcomers, especially those to the trilingual education system in Luxembourg, face significant language challenges. The present paper explores the ways in which Portuguese-speaking Harry combined the resources of his semiotic repertoire in science and French lessons in Year 4, and discusses different combinations of resources. Findings based on field notes and video-recordings of classroom activities show that the eleven-year-old engaged in learning by activating his prior knowledge and deploying his semiotic repertoire in resourceful ways. He mobilised features of five languages, coordinated linguistic, paralinguistic and extralinguistic resources, and aligned his resources to those of his peers. Furthermore, he reproduced the semiotic combinations of peers as well as the translanguaging practices in class. We show that a newcomer orchestrates his semiotic resources in complex ways to communicate, make meaning and engage in learning processes. Further research into the deployment of the semiotic repertoire at school is needed.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42958212","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: 0

“We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context “我们需要成为‘教育变色龙’”:在多语言和国际高等教育背景下，从统一规范到多种规范

IF 1.5

European Journal of Applied Linguistics Pub Date : 2020-09-11 DOI: 10.1515/eujal-2020-0011

I. de Saint-Georges, Gabriele Budach, Constanze Tress

{"title":"“We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context","authors":"I. de Saint-Georges, Gabriele Budach, Constanze Tress","doi":"10.1515/eujal-2020-0011","DOIUrl":"https://doi.org/10.1515/eujal-2020-0011","url":null,"abstract":"Abstract In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems still tend to support the teaching of homogeneous knowledge mastered by all, and to portray linguistic standards as key for social mobility. Drawing on qualitative interviews conducted with students on an international and multilingual higher education programme, this paper examines what the students claim they learn from a programme premised instead on the circulation of a multiplicity of norms, standards and practices. The interviews, conducted on the basis of a co-inquiry approach, suggest that the students learn to 1) deal productively and agentively with tensions, 2) rethink their positions and 3) open up to unexpected experiences when teachers support them in navigating multiple norms. In conclusion, the paper highlights how the research elucidates two kinds of norms at play in the programme, institutional and lived norms, and the relationship between them. It also reflects on the utility of discussing multilayered norms (Canagarajah 2006) openly in a globalised higher education context.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42253322","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: 2

Young children as actors of institutional language policies and practices in day care centres 幼儿在日托中心作为机构语言政策和实践的行动者

IF 1.5

European Journal of Applied Linguistics Pub Date : 2020-09-11 DOI: 10.1515/eujal-2020-0008

Kevin Simoes Lourêiro, S. Neumann

{"title":"Young children as actors of institutional language policies and practices in day care centres","authors":"Kevin Simoes Lourêiro, S. Neumann","doi":"10.1515/eujal-2020-0008","DOIUrl":"https://doi.org/10.1515/eujal-2020-0008","url":null,"abstract":"Abstract As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic field research within institutional day care centres in Luxembourg, our findings demonstrate that the status of children as actors in institutional language practices is strongly connected to institutional policies as a structural condition. However, this does not mean that children just enact these language policies, because they are actors of both maintaining, undermining and alternating them. In this respect, especially the translanguaging of children and caregivers plays a crucial role in the Luxembourgish context as it allows to build a bridge between the official institutional language policy and the individual linguistic repertoires. Considering the goal of establishing a plurilingual environment in early childhood education which now is paramount to the educational language policy of the Luxembourgish government, this article suggests that translanguaging practices should be considered as one of the key starting points to create a plurilingual ecology in and through everyday practice in the day care centres.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45741375","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