AILA Review最新文献_第2页

Inclusive CLIL 包容性CLIL

IF 0.4

AILA Review Pub Date : 2022-12-31 DOI: 10.1075/aila.22020.den

J. Denman, E. Schooten, R. de Graaff

{"title":"Inclusive CLIL","authors":"J. Denman, E. Schooten, R. de Graaff","doi":"10.1075/aila.22020.den","DOIUrl":"https://doi.org/10.1075/aila.22020.den","url":null,"abstract":"\u0000 Bilingual education using a Content and Language Integrated Learning (CLIL) approach seems in many contexts to select or attract the more able and more academically-inclined pupils, or only be available to pupils in higher academic secondary streams. Positive effects of CLIL for target language proficiency development may therefore be due in part to this cognitive or academic selection effect. Can the target language skills of pupils with lower scholastic attainment – a group which, in several educational contexts, has less access to CLIL programs – also benefit from the CLIL approach?\u0000 This two-year longitudinal quasi-experimental research, part of a larger study, focused on the development of oral proficiency skills of three cohorts of 603 pre-vocational pupils in 25 classes in the Netherlands in both CLIL and non-CLIL programs. Despite the lack of explicit school-based selection procedures for pre-vocational pupils’ participation in CLIL, there were significant differences in favor of the CLIL groups in the initial levels of English oral proficiency, fluency, and Willingness to Communicate. Furthermore, the CLIL pupils showed significantly more growth than the non-CLIL control group in English oral proficiency, but not for fluency or Willingness to Communicate. This positive result for the CLIL group did not appear to be moderated by pupil background variables. Despite the small effect sizes found, these results indicate that the CLIL approach can have a positive effect on the foreign language proficiency of pupils in less academic educational streams.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44352423","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

Addressing social equity by making explicit the implicit value systems within content and language learning 通过明确内容和语言学习中隐含的价值体系来解决社会公平问题

IF 0.4

AILA Review Pub Date : 2022-12-31 DOI: 10.1075/aila.22025.cro

Russell Cross

{"title":"Addressing social equity by making explicit the implicit value\u0000 systems within content and language learning","authors":"Russell Cross","doi":"10.1075/aila.22025.cro","DOIUrl":"https://doi.org/10.1075/aila.22025.cro","url":null,"abstract":"\u0000 Despite efforts to redress the problem of social inequity within\u0000 education, data reveals the student attainment gap continues to widen on the\u0000 basis of socioeconomic background, particularly within Anglophone contexts\u0000 (OECD, 2019; Wilkinson & Pickett, 2009). Bourdieu’s (1986) concept of ‘cultural\u0000 capital’ has been one especially powerful concept for understanding the causes\u0000 of such inequity as it relates to social class, and how entrenched patterns of\u0000 privilege within institutions, such as schools, value certain forms of cultural\u0000 capital – and associated ways of knowing, being, and doing – over others. Much\u0000 of the existing CLIL research on social (in)equity has tended to examine either\u0000 the impact of programmatic conditions on dis/advantage (e.g., streaming, access;\u0000 see also Evniskaya & Llinares, this issue), or the role of language for\u0000 enabling more inclusive instructional practices (e.g., differentiation,\u0000 scaffolding). Both lines of inquiry have produced valuable insights on how CLIL\u0000 can contribute to more equitable outcomes, but this paper aims to offer a third\u0000 line, focusing on how greater equity can be achieved through the\u0000 conceptualization of culture within CLIL contexts. Informed by Bourdieu’s\u0000 concept of ‘cultural capital’ which has helped advance class-based\u0000 understandings of inequity, the paper develops a pedagogic framework that\u0000 explicitly accounts for culture when there is a simultaneous focus on both\u0000 language and content, drawing on examples from instructional practice.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46747404","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

(In)equity in CLIL programs? CLIL项目的公平性?

IF 0.4

AILA Review Pub Date : 2022-12-31 DOI: 10.1075/aila.22026.evn

Natalia Evnitskaya, Ana Llinares

{"title":"(In)equity in CLIL programs?","authors":"Natalia Evnitskaya, Ana Llinares","doi":"10.1075/aila.22026.evn","DOIUrl":"https://doi.org/10.1075/aila.22026.evn","url":null,"abstract":"\u0000This study explores issues of potential (in)equity in Content and Language Integrated Learning (CLIL) programs in bilingual secondary schools in the Madrid region (Spain). Based on their general L2 proficiency, students in grades 7 to 10 are streamed into either High Exposure (HE) or Low Exposure (LE) strands, with different degrees of exposure to CLIL. Although this system ensures that all students in a bilingual secondary school receive CLIL to a certain degree, recent voices have signaled the potential risk of fostering inequality among students by streaming within the program (Fernández-Agüero & Hidalgo-McCabe, 2020; Hidalgo-McCabe, 2020). In this study, we explore classroom interactional practices by one science teacher teaching the same content in both groups (grade 7 HE and LE strands), and the effect of such interactional practices on enhancing (or not) students’ higher order thinking skills and the expression of academic content in the L2 or L1. For the analysis, we developed a multi-layered analytical model which incorporates the construct of cognitive discourse functions (CDFs) (Dalton-Puffer, 2013) and the semantic dimension of Legitimation Code Theory (LCT) (Maton, 2013, 2020). We find significant differences across the two groups in the use of CDFs and ‘semantic codes’ for knowledge construction and meaning making. More specifically, the results show a more frequent use of the CDF evaluate and a higher rate of semantic density (abstractions) in classroom discourse in the HE strand.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44383676","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

New challenges for CLIL research CLIL研究面临的新挑战

IF 0.4

AILA Review Pub Date : 2022-12-31 DOI: 10.1075/aila.00054.edi

Ana Llinares, Russell Cross

引用次数: 0

Exploring bilingual teaching and learning in a Jewish-Palestinian language café 在犹太-巴勒斯坦语咖啡馆探索双语教学

IF 0.4

AILA Review Pub Date : 2022-09-27 DOI: 10.1075/aila.22009.hai

Orly Haim, Yarden Kedar

{"title":"Exploring bilingual teaching and learning in a Jewish-Palestinian language café","authors":"Orly Haim, Yarden Kedar","doi":"10.1075/aila.22009.hai","DOIUrl":"https://doi.org/10.1075/aila.22009.hai","url":null,"abstract":"\u0000 The context of this exploratory study is a Language Café, a bottom-up initiative in which Jews and Palestinians, residing in the same multilingual neighborhood in Jerusalem, learn Hebrew and Arabic from each other. The study explores the features of the bilingual pedagogy which has evolved in the Language Café and the participants’ perceived teaching and learning experiences. A qualitative research design was applied utilizing several data sources: (a) observations and field notes (b) language learning materials; (c) semi-structured interviews with the project leaders; (d) interviews with the Jewish and Palestinian participants and (e) photos posted on social media. Inductively oriented content analyses revealed a number of themes suggesting that the bilingual pedagogy applied in the Language Café is based on principles of equality, equity, and bidirectional respect with regard to the participants’ plurilingual/pluricultural repertoires. The learning process is primarily learner-centered, with a continuous engagement of the participants in interactional activities. Yet, given the unique geopolitical situation, conflictual issues surface. The analyses further reveal that the language learning experience in this context is conducive to the participants’ language and cultural knowledge and to their engagement with the Other group. The participants’ accounts suggest that the Language Café sessions have reduced prejudices and feelings of fear and tension between the two groups. Indeed, the Language Café is perceived as part of the broader geopolitical endeavor to reconfigure the neighborhood within the local municipal binational context where language is used as a means to foster identity affirmation and sociocultural connectivity.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46881669","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: 1

Plurilingual and pluricultural competence 多元语言和多元文化能力

IF 0.4

AILA Review Pub Date : 2022-09-27 DOI: 10.1075/aila.22008.str

Margareta Strasser, C. Reissner

{"title":"Plurilingual and pluricultural competence","authors":"Margareta Strasser, C. Reissner","doi":"10.1075/aila.22008.str","DOIUrl":"https://doi.org/10.1075/aila.22008.str","url":null,"abstract":"\u0000Since the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner, 2010; Tost Planet, 2010), with intercomprehension didactics being one of them. However, existing frameworks (e.g. the Cadre de référence pour les approches plurielles des langues et des cultures (CARAP)/Framework of reference for pluralistic approaches to languages and cultures (FREPA) (Candelier et al., 2007, 2010), or the Companion volume of the Common European framework of reference for languages (Council of Europe, 2018)) do not adequately describe the specific competences that underly intercomprehensive activities. In our contribution, we will present the framework of reference for intercomprehension (= IC) developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework is based on a dynamic and complex competence model, comprising of six levels of competence which can be regrouped into three larger levels (basic, advanced, expert). It provides descriptors for the following intercomprehensive activities: written and oral receptive IC; written and oral interproduction; and written and oral interactive IC as well as a global description of each level. The work carried out might also help to apply or further develop plurilingual and pluricultural approaches in higher education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421492","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: 27

Metacognition in multilingual learning and teaching 多元语言学习与教学中的元认知

IF 0.4

AILA Review Pub Date : 2022-09-27 DOI: 10.1075/aila.22010.jes

Ulrike Jessner, Elisabeth Allgäuer-Hackl

{"title":"Metacognition in multilingual learning and teaching","authors":"Ulrike Jessner, Elisabeth Allgäuer-Hackl","doi":"10.1075/aila.22010.jes","DOIUrl":"https://doi.org/10.1075/aila.22010.jes","url":null,"abstract":"\u0000Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018). In the Dynamic Model of Multilingualism Theory (DMM) (Herdina & Jessner 2002), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST perspective on multilingual learning and teaching with a focus on metacognition will be presented. The central sub-component of metacognition in DMM, in the form of multilingual awareness, comprising metalinguistic and cross-linguistic awareness in multilingual learners, will be discussed as a core feature of multilingual proficiency in multilingual development. In a number of studies in the Austrian and South Tyrolean context multilingual awareness has turned out as a core factor in both learning and teaching. These studies show that multilingual awareness has to be trained in multilingual pedagogical approaches in order to foster multilingualism. A holistic approach is needed to deal with the ongoing tensions between complexity, dynamics, adaptation and stability. Although it becomes clear that the nature of multilingualism can only be understood in relation to its context, it is nevertheless possible to isolate and define constant factors in an efficient multilingual awareness training as provided by the Five Building Blocks of Holistic Multilingual Education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46903824","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

Plurilingual practice in language teacher education 语言教师教育中的多语实践

IF 0.4

AILA Review Pub Date : 2022-09-27 DOI: 10.1075/aila.22007.pot

D. Potts, Euline Cutrim Schmid

{"title":"Plurilingual practice in language teacher education","authors":"D. Potts, Euline Cutrim Schmid","doi":"10.1075/aila.22007.pot","DOIUrl":"https://doi.org/10.1075/aila.22007.pot","url":null,"abstract":"\u0000Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged over the length of an innovative English-German pedagogic project on plurilingualism. The project involved German student-teachers developing a language portrait project for Grade 6 students; student-teachers using project data for undergraduate assignments; and English MA students interviewing young learners about their language portraits via videoconference. The videoconference provided young learners further opportunities to use their plurilingual resources and MA students with data for assignments on identity and investment. Working with DFG’s framework (2016), we examine the interplay of the meso- and macro-dimensions of the larger project’s design and the sometimes contradictory indexing of values and identities within and across activities. Analysis reveals that design choices sometimes unintentionally reinforced linguistic ideologies inconsistent with the project’s objectives, though these conflicts also led student-teachers to unexpected insights. We close with personal reflections on the implications of the first iteration of this design-based research project for the advancement of plurilingual pedagogies in teacher education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892820","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: 1

Multilingualism, translanguaging and transknowledging 多语、跨语言和跨知识

IF 0.4

AILA Review Pub Date : 2022-09-27 DOI: 10.1075/aila.22011.heu

K. Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols, J. Viljoen

{"title":"Multilingualism, translanguaging and transknowledging","authors":"K. Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols, J. Viljoen","doi":"10.1075/aila.22011.heu","DOIUrl":"https://doi.org/10.1075/aila.22011.heu","url":null,"abstract":"\u0000 Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language\u0000 Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of\u0000 South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the\u0000 challenges and opportunities afforded by increasing student and teacher diversity at a predominantly English-medium Australian\u0000 university through newly enhanced human language translation technology (HLT) also known as machine translation (MT). This\u0000 technology is frequently used for the translation of human language, and it falls under the umbrella of Artificial Intelligence\u0000 (AI) technologies. From the institution’s perspective, key aims of the project were to contribute to the university’s Digital\u0000 Learning Strategy priorities and core values embedded in a structural transformation of the university. These include integrity,\u0000 accountability, diversity, social justice, engagement and collaboration. The researchers’ objectives focussed on multilingual\u0000 pedagogies using HLT to support knowledge exchange (transknowledging), and translanguaging for all students. These disrupt\u0000 inequitable hierarchies, and position bi-/multilingual students as valuable resources for monolingual staff and students.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42365663","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

Emerging trends in multilingual learning and teaching 多语言学习和教学的新趋势

IF 0.4

AILA Review Pub Date : 2022-09-27 DOI: 10.1075/aila.00053.aro

Larissa Aronin, Susan Coetzee-Van Rooy

引用次数: 0