Language Teaching最新文献_第3页

The complexity of teaching Hebrew in Israel's Arab school system 以色列阿拉伯学校系统希伯来语教学的复杂性

IF 3.6 2区文学

Language Teaching Pub Date : 2024-10-10 DOI: 10.1017/s0261444824000193

Rama Manor, Ali Watad

{"title":"The complexity of teaching Hebrew in Israel's Arab school system","authors":"Rama Manor, Ali Watad","doi":"10.1017/s0261444824000193","DOIUrl":"https://doi.org/10.1017/s0261444824000193","url":null,"abstract":"This paper discusses the complexities of teaching Hebrew to Israel's largest minority group, the Arabs, who must be fluent in the language if they are to succeed. While policy-making institutions in Israel today are aware of the importance of Hebrew for Arab students, the teaching of Hebrew faces serious challenges involving the status of Hebrew in Arab society, the inner-Arab state of diglossia, and the training and placement of Arab teachers of Hebrew. The distribution of the Arab population (in mixed Jewish–Arab towns, and in Arab towns and villages), as well as differing levels of exposure to Hebrew, also pose considerable challenges. The paper combines a historical-theoretical with a philosophical-theoretical approach. It analyzes findings of previous studies that examined Hebrew writings of Arabs studying to be teachers of Hebrew, and policy documents dealing with teacher training and placement in the schools. Our study found a profound gap between Arab Hebrew teachers' academic-pedagogical training and its implementation. Our main recommendations for reducing the gap are: (1) the curriculum should take Israeli Arabs' sociolinguistic situation into account; (2) the teacher placement system needs an overhaul; and (3) the teaching of Hebrew should begin in third grade.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language teacher expertise research: A theoretical case and research agenda 语文教师专业知识研究：理论案例和研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2024-10-07 DOI: 10.1017/s0261444824000168

Jason Anderson

{"title":"Language teacher expertise research: A theoretical case and research agenda","authors":"Jason Anderson","doi":"10.1017/s0261444824000168","DOIUrl":"https://doi.org/10.1017/s0261444824000168","url":null,"abstract":"Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of research, there have been relatively few studies involving expert language teachers to date. After a brief historical background, this article makes the case for language teacher expertise research, noting its high ecological validity, its great practical utility, its ability to bridge the research–practice divide and its potentially positive impact on teaching communities. Key methodological considerations are also discussed, including defining expertise, identifying expert teachers and looking beyond the limits of subject-specific pedagogy to understand the whole practitioner in their sociocultural context. The article then proposes a framework for future teacher expertise research that spans diverse methodologies. Six example research tasks from within this framework are proposed, each justified and exemplified, incorporating suggestions for research design that are intended to encourage both experienced and novice researchers to engage with teacher expertise as a promising domain for future investigation.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Privilege and prejudice in private online English teaching: Discourses in school-owned recruitment websites 私人在线英语教学中的特权与偏见：学校所属招聘网站中的论述

IF 3.6 2区文学

Language Teaching Pub Date : 2024-10-07 DOI: 10.1017/s026144482400017x

Ephraim V. Domingo

{"title":"Privilege and prejudice in private online English teaching: Discourses in school-owned recruitment websites","authors":"Ephraim V. Domingo","doi":"10.1017/s026144482400017x","DOIUrl":"https://doi.org/10.1017/s026144482400017x","url":null,"abstract":"Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Data-driven learning: From Collins Cobuild Dictionary to ChatGPT 数据驱动的学习：从 Collins Cobuild Dictionary 到 ChatGPT

IF 3.6 2区文学

Language Teaching Pub Date : 2024-05-30 DOI: 10.1017/s0261444824000144

John Flowerdew

引用次数: 0

Review of selected research in applied linguistics published in Australia (2015–2022) 澳大利亚出版的应用语言学部分研究综述（2015-2022 年）

IF 3.6 2区文学

Language Teaching Pub Date : 2024-05-28 DOI: 10.1017/s0261444824000077

Rhonda Oliver, Honglin Chen, Sender Dovchin

引用次数: 0

Replication research in the domain of perceived L2 fluency: Approximate and close replications of Kormos and Dénes (2004) and Rossiter (2009) 感知 L2 流利程度领域的复制研究：Kormos 和 Dénes（2004 年）以及 Rossiter（2009 年）的近似和接近复制研究

IF 3.6 2区文学

Language Teaching Pub Date : 2024-05-10 DOI: 10.1017/s0261444824000120

Viktoria Magne

引用次数: 0

Cognitive linguistics-inspired language instruction 认知语言学启发的语言教学

IF 3.6 2区文学

Language Teaching Pub Date : 2024-05-08 DOI: 10.1017/s0261444824000119

Jie Qin, Dilin Liu, Lei Lei

{"title":"Cognitive linguistics-inspired language instruction","authors":"Jie Qin, Dilin Liu, Lei Lei","doi":"10.1017/s0261444824000119","DOIUrl":"https://doi.org/10.1017/s0261444824000119","url":null,"abstract":"Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000), a theory composed of several related linguistic approaches often viewed as a response or complement to generative linguistics. While structural linguistics, generative linguistics, and systemic functional linguistics have each provided a theoretical impetus for one or more of the prominent language teaching methods or approaches over the past century (such as the Audiolingual method, the Natural method, and the Communicative Language Teaching method), CL, as a newcomer, has begun to exert a growing influence since the early 1990s. Given that the purpose of this research timeline article is to present a historical overview of the key thoughts and studies on CL-inspired approaches to instructed second language acquisition (ISLA),1 a brief discussion of CL's main differences from the other linguistic theories and its key theoretical tenets is in order.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140890469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital multimodal composing in L2 classrooms: A research agenda L2 课堂中的数字多模态合成：研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2024-05-03 DOI: 10.1017/s0261444824000107

Lianjiang (George) Jiang, Christoph Hafner

{"title":"Digital multimodal composing in L2 classrooms: A research agenda","authors":"Lianjiang (George) Jiang, Christoph Hafner","doi":"10.1017/s0261444824000107","DOIUrl":"https://doi.org/10.1017/s0261444824000107","url":null,"abstract":"Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future research inquiry, from which we draw seven research tasks. The seven themes are: (1) the effectiveness of DMC for L2 writing development; (2) DMC task design; (3) L2 teacher education/training for implementing DMC; (4) feedback practice for DMC; (5) DMC assessment; (6) collaborative DMC as a translanguaging space; and (7) the deployment of DMC for critical digital literacies. Throughout the article, we refer to interdisciplinary scholarship and methods from multimodality, L2 writing, composition studies, new literacy studies, language teacher education, and computer-assisted language learning. The seven research tasks represent what we see as the essential next steps for understanding DMC, which is a young domain that has great potential to advance L2 language and literacy education in the digital age.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"62 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140821469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Practitioners respond to Carol Griffiths ‘What about the teacher?’ (Language Teaching, 56(2), 210–222) 实践者回应卡罗尔-格里菲斯 "教师怎么办？"（《语言教学》，56（2），210-222）

IF 3.6 2区文学

Language Teaching Pub Date : 2024-04-24 DOI: 10.1017/s0261444824000132

Wayne Trotman

引用次数: 0

How do language education researchers attend to quality in qualitative studies? 语言教育研究人员如何关注定性研究的质量？

IF 3.6 2区文学

Language Teaching Pub Date : 2024-04-09 DOI: 10.1017/s0261444824000053

Seyyed-Abdolhamid Mirhosseini, William S. Pearson

引用次数: 0