AILA Review最新文献_第4页

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":null,"pages":null},"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

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":null,"pages":null},"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

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":null,"pages":null},"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

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

Introduction 介绍

IF 0.4

AILA Review Pub Date : 2022-09-27 DOI: 10.1075/aila.00052.int

E. Vetter, Nikolay Slavkov

引用次数: 0

A Novel Trustworthiness Measurement Method for Software System Based on Fuzzy Set 一种基于模糊集的软件系统可信度度量新方法