Journal of E-Learning and Knowledge Society最新文献_第6页

Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume 拓宽语言教育的范围:中介、多语制和协作学习:CEFR配套卷

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1612

E. Piccardo, B. North, T. Goodier

{"title":"Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume","authors":"E. Piccardo, B. North, T. Goodier","doi":"10.20368/1971-8829/1612","DOIUrl":"https://doi.org/10.20368/1971-8829/1612","url":null,"abstract":"The CEFR’s action-oriented approach, including its concept of the user/learner as a social agent mobilising a plurilingual repertoire, represents a significant development from the communicative approach. The CEFR moves beyond the traditional four skills (spoken and written reception and production) to also include interaction and mediation, opening to a complex vision of the situated and integrated nature of language learning and language use. Advances in research highlight the need to overcome a vision of languages as stable, pure objects existing outside their speakers/users and a reductive view of learning as an internal cognitive process, meant to prepare for later real-life use. These theoretical advances have been flanked by bottom up developments bringing a more dynamic vision of language education that engages more meaningfully with the principles of the CEFR. \u0000The time was therefore ripe to complete the CEFR descriptive apparatus with new descriptors for mediation and plurilingual/pluricultural competence. This article outlines the conceptualisation, development and validation of these descriptors and their publication in the CEFR Companion Volume (2018), alongside a text clarifying the paradigm shift in language education implied by the notion of the user/learner as a plurilingual/pluricultural social agent. The goal is to promote quality, inclusive education for all, and in particular to further the recognition and valorisation of linguistic and cultural diversity and the promotion of plurilingual interculturality.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"42 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90673575","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: 23

Autobiographical Narrative and Intercultural Awareness 自传体叙事与跨文化意识

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1593

D. Cuccurullo

{"title":"Autobiographical Narrative and Intercultural Awareness","authors":"D. Cuccurullo","doi":"10.20368/1971-8829/1593","DOIUrl":"https://doi.org/10.20368/1971-8829/1593","url":null,"abstract":"The currency of intercultural education has risen worldwide in response to increased diversity within societies resulting from migration and global flows of populations. As intercultural education becomes a core responsibility of schooling, the attention to developing students’ intercultural capabilities grows even faster. The school and all the educational agencies must find the most suitable tools to adequately address the complex multiculturalism of the third millennium, so to promote the students’ ability to understand one another across and beyond all types of cultural barriers. This paper offers a reflexive analysis of the efficacy of using autobiographical narratives for enhancing students’ intercultural awareness. Autobiographical narratives have a productive potential as a strategy for stimulating reflexivity about cultural identities and intercultural relations. The Autobiography of Intercultural Encounters (AIE), published by the Council of Europe (2009), is proposed and analyzed as a framework that can help students reflect critically on specific intercultural encounters and promote intercultural communication situations. ‘Intercultural communication’ is today a model that allows all children and young people to recognize and being aware of each other’s identity, as it is oriented towards fostering interaction, dialogue, mutual recognition and enrichment of any individual, in respect of the different identities of the other; it is an approach that offers a forward-looking model for managing cultural and language diversity.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"13 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83638363","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

New Math Teaching Methodologies for English Language E-Learners Students 面向英语电子学习者的新数学教学方法

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1564

Tim Chen, Diana Auidi, Rim Gouioa, B. Chapron, Cyj Chen, Hoe Wee

引用次数: 0

Language awareness in a comprehensive approach to language teaching and learning 语言意识是一种综合的语言教学方法

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1616

M. Kelly

引用次数: 1

Online Interaction in Teaching and Learning a Foreign Language: an Italian Pilot Project on the Companion Volume to the CEFR 外语教学中的在线互动:CEFR配套卷的意大利试点项目

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1618

Letizia Cinganotto

引用次数: 14

Targeting Language Ownership and Awareness with Authentic Uses of English 以英语的真实使用为目标，学习语言的所有权和意识

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1583

J. Aiello

引用次数: 0

Moving Towards a Revolutionary Change in Multilingual Education: does CLIL live up to the Hype? 迈向多语言教育的革命性变革:CLIL是否如其所言?

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1575

Magdalena Jiménez Naharro

引用次数: 0

Supporting EFL learners with a Virtual Environment: A Focus on L2 Pronunciation 用虚拟环境支持英语学习者:关注二语发音

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1444

J. Aiello, A. Mongibello

{"title":"Supporting EFL learners with a Virtual Environment: A Focus on L2 Pronunciation","authors":"J. Aiello, A. Mongibello","doi":"10.20368/1971-8829/1444","DOIUrl":"https://doi.org/10.20368/1971-8829/1444","url":null,"abstract":"The article discusses a pilot project that explored the implementation of a virtual environment for the improvement of English pronunciation, funded by the Italian Ministry of Education, University and Research (MIUR) as part of a wider e-learning program for Higher Education. A speech recognition software program, SpeechAce, was embedded within the e-learning course to provide live practice and feedback on pronunciation to 372 undergraduate students at the University of Naples “L’Orientale” in 2016-2017. The project team was composed by Professors of English Oriana Palusci and Katherine E. Russo, who designed and coordinated the project, and e-tutors Jacqueline Aiello and Anna Mongibello, who generated the online course on Moodle and monitored students’ activities. The virtual class was created to foster awareness of English sounds and to practice pronunciation, an area that is often neglected in the Italian education system due to the large number of enrolled students. This paper first describes the project in depth and draws on the quantitative analysis of the students’ performance in combination with authentic online listening input. Then, data collected in pre- and post-program questionnaires are analyzed to examine the impact of participation in the online project on self-perceived pronunciation proficiency and L2 self-confidence, and to unveil participants’ opinions and experiences in this virtual environment.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"19 1","pages":"95-108"},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74390369","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

Classroom Action Research in Teaching English for Senior High School Students through Blended Learning in Kendari of Indonesia 印尼肯达里高中英语混合式教学课堂行动研究

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1579

Amri Tanduklangi, Asrun Lio, Alberth

引用次数: 5

Innovative STEM lessons, CLIL and ICT in multicultural classes 多元文化课堂中创新的STEM课程、CLIL和ICT

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1587

Elisabetta Schietroma

{"title":"Innovative STEM lessons, CLIL and ICT in multicultural classes","authors":"Elisabetta Schietroma","doi":"10.20368/1971-8829/1587","DOIUrl":"https://doi.org/10.20368/1971-8829/1587","url":null,"abstract":"This article aims to describe a number of scientific activities carried out efficiently and effectively in English, French, Spanish and Italian in High Schools. Cooperative and constructive methodologies in multicultural classes, the learner’s centrality, Information and Communications Technologies (ICTs) and laboratorial tasks are the core of these projects. Every student, regardless of their linguistic, conceptual and scientific background acquired and reorganized his/her knowledge learnt by doing in multilingual contexts. Working in pairs or small groups Italians and migrants were able to perform complex and demanding tasks and create valuable digital products. Integration and the acquisition of knowledge of STEM were promoted through the awareness of teenage and adult students’ language competences, their conceptual and linguistic repertoire, their learning style and their type of intelligence. Content and Language Integrated Learning (CLIL) proved to be a suitable approach to increase motivation, develop the key European competences and promote integration. A quadrilingual approach in teaching STEM was the first successful attempt to find a solution to some problems that usually arise in multicultural classes.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"21 4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82913629","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: 11