Language Learning in Higher Education最新文献_第7页

Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education 高等教育可持续发展课程中的道德、对话和英语通用语

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Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2062

Mirja S. Hämäläinen

{"title":"Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education","authors":"Mirja S. Hämäläinen","doi":"10.1515/cercles-2022-2062","DOIUrl":"https://doi.org/10.1515/cercles-2022-2062","url":null,"abstract":"Abstract The urgency for education to participate in the plan of action of the UN 2030 Agenda for Sustainable Development (SD) poses challenges to language education in university language centers. This paper discusses the potential of Higher Education (HE) language center courses to provide students with the knowledge and skills of inclusive, respectful, and equal communication needed in promoting SD and global citizenship. Education for sustainable development (ESD) in language teaching often focuses on integrating the content of SD topics into the language course. This paper focuses on the skills dimension and reports on a case study of a dialogue approach, a pedagogical method that could be central in ESD. A two-credit optional B2-C1 CEFR level university English course with the name Dialogue: Constructive Talk at Work is described to give a practical example of how to bring ethical thinking and interaction into an HE language classroom, by introducing the ethical concepts of Bohmian dialogue to students, and by creating a safe place for them to practice ethical dialogue through English as a lingua franca (ELF). The reflections of one group for this case study were analyzed to show how a dialogue approach to teaching ethical communication, interaction and collaboration can raise students’ awareness of using ELF in ethical dialogue and perhaps transform their ways of thinking and interacting. The student reflections showed that the pedagogical dialogue method has potential in developing abilities needed in ESD as well as in working life.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44449468","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

On a journey towards Education for Sustainable Development in the foreign language curriculum 外语课程的可持续发展教育之旅

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Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2060

O. Gabaudan

{"title":"On a journey towards Education for Sustainable Development in the foreign language curriculum","authors":"O. Gabaudan","doi":"10.1515/cercles-2022-2060","DOIUrl":"https://doi.org/10.1515/cercles-2022-2060","url":null,"abstract":"Abstract With Education for Sustainable Development (ESD) gathering momentum in Irish universities and elsewhere, this paper provides insights into a language curriculum re-designed around the Sustainable Development Goals, thus responding to the urgency of the global challenges encapsulated in Agenda 2030 (UNESCO. 2016. Transforming our world: the 2030 agenda for sustainable development. https://documents-dds-ny.un.org/doc/UNDOC/GEN/N15/291/89/PDF/N1529189.pdf?OpenElement (accessed 13 March 2022); UNESCO. 2021. Reimagining our futures together: a new social contract for education. Report from the International Commission on the Futures of Education. https://reliefweb.int/report/world/reimagining-our-futures-together-new-social-contract-education (accessed 13 March 2022)). The revisited language curriculum that used ESD as a driving principle, is a final year undergraduate module entitled Current Affairs in France and francophone countries. The outcome of the review is a strong integration of content and assessments following the sustainability agenda, as well as a broader coverage, contextualization and understanding of the sustainability agenda for students of this module than before. The paper details some of the new content and assessment methods. It also reports on the lecturer’s observations and a small-scale student survey that shows an overwhelming support for the initiative. Overall, this paper aims to encourage practitioners to re-think their curriculum in light of the SDGs as a means of enhancing relevance and depth to students’ learning while also bringing new perspectives to lecturers’ practice.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66802802","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

Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany 数据驱动和基于研究的大学环境教育学习方法:意大利和德国的两个案例研究

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Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2064

Vanessa Marcella, Yuliya Samofalova

引用次数: 0

Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal 通过法语外语教学提高高等教育中可持续性和环境的概念和意识:一个多学科的教学建议

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2063

Ariane Ruyffelaert

{"title":"Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal","authors":"Ariane Ruyffelaert","doi":"10.1515/cercles-2022-2063","DOIUrl":"https://doi.org/10.1515/cercles-2022-2063","url":null,"abstract":"Abstract Our society is affected by the climate crisis, which is largely a consequence of human activity. For this reason, the education and awareness of society plays a fundamental role. Spain and Andalusia are committed to the 17 sustainable development goals established by the United Nations and their fulfilment by 2030, representing an important part of the Challenges of Andalusian Society (CAS). One of the goals to be achieved is to “improve education, awareness and human and institutional capacity for climate change mitigation, adaptation and early warning”. Education and environmental awareness in relation to CAS remain one of the main challenges, especially in foreign language teaching and learning. By means of an innovative educational strategy, this project aims to address four CAS in university language learning/teaching of French as a foreign language (FFL): 1. Climate action, environment, resource and raw material efficiency, 2. Smart, green and integrated transport, 3. Safe, clean and efficient energy, and 4. Health, demographic change and social well-being. The aim is to train and raise awareness of key concepts among undergraduate students through the integration of the CAS as didactic units in FFL subjects of the Bachelor’s Degree in French Studies at the University of Granada (Spain). This project may well have a positive impact on the environmental attitude, interest and motivation of students towards the CAS and the acquisition of linguistic competences in the French language.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47650629","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

Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia 工程专业学生和毕业生期望和需求的描述性和推断性统计分析——以西波西米亚大学为例

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2057

Bartłomiej Wróblewski, O. Petrenko

{"title":"Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia","authors":"Bartłomiej Wróblewski, O. Petrenko","doi":"10.1515/cercles-2022-2057","DOIUrl":"https://doi.org/10.1515/cercles-2022-2057","url":null,"abstract":"Abstract A good command of English for Specific Purposes (ESP) among Czech engineers seems to be of crucial importance since the engineering field has been developing rapidly and the Czech labour market is becoming increasingly international (Eurostat 2020). The authors of this article, who supervise the ESP courses offered to the students of the Faculty of Mechanical Engineering (FST) at the University of West Bohemia (UWB) in Pilsen (Czech Republic), attempt to meet the changing needs of the engineering field by conducting needs analyses among students, university graduates and prospective employers, and keeping their ESP courses’ syllabi up-to-date and relevant to their engineering students. This paper presents a comparative analysis of a questionnaire that was distributed in the year 2021 among UWB engineering students and graduates. Having analysed the responses that dealt with graduates’ needs and students’ expectations of using ESP in a workplace, the authors noticed several discrepancies between the answers they received from the students and those they received from the graduates. Based on the analysis, a hypothesis that current students sometimes have misconceptions about their future work life has been formulated. To confirm this hypothesis, in the next stage of the research, selected students and graduates are to be interviewed to gather additional information. The authors also wish to examine this hypothesis by having prospective engineering employers reply to the same survey questions.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288823","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

The native speaker teacher. Theoretical considerations and practical implications 母语为英语的老师。理论思考与实践启示

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2055

T. Christiansen

{"title":"The native speaker teacher. Theoretical considerations and practical implications","authors":"T. Christiansen","doi":"10.1515/cercles-2022-2055","DOIUrl":"https://doi.org/10.1515/cercles-2022-2055","url":null,"abstract":"Abstract In this paper, we will examine the problematic concept of the native speaker, which is central to much linguistic theory, to studies of language acquisition, and to language teaching and assessment. It is a notion which can have ramifications when it comes to the recruitment of language teachers in schools and in university language centres. Often, in private language schools or in the case of language assistants in university language centres and in state schools, whether applicants can describe themselves as native speakers may even determine the fact that they are considered as qualified for a position. In recent years in many areas of linguistic research, the relevance of the native speaker has been increasingly questioned. In the case of international lingua francas, such as English, it has been argued that the contribution of non-native speakers is not to be underestimated (Kachru 1985, Seidlhofer 2005, 2011). Problems regarding the status of native speaker arise within the specific context of language teaching because the concept itself is often conflated with other issues such as language competence and the questionable advocacy of the so-called direct method. In this paper, we will look at the fundamental differences between native and non-native speakers and the place of each on assessment scales such as the CEFR (Council of Europe 2001). We will examine the arguments that have been made against treating the native speaker as the only legitimate point of reference for language teaching and assessment (Cook 1999, Rinvolucri 2001, Graddol 2007). We will also comment on the role of the native speaker in language teaching.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45420272","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

Developing a rating scale for integrated assessment of reading-into-writing skills 开发一个评分量表，用于综合评估读写能力

IF 0.5

Language Learning in Higher Education Pub Date : 2022-05-01 DOI: 10.1515/cercles-2022-2049

Stefan O’Grady, Özgür Taşkesen

引用次数: 0

General and specialist vocabulary knowledge as predictors of academic success in EMI university programs 通用和专业词汇知识作为EMI大学课程学业成功的预测因子

IF 0.5

Language Learning in Higher Education Pub Date : 2022-05-01 DOI: 10.1515/cercles-2022-2038

Ahmed Masrai, Dina Abdel Salam El-Dakhs, Hisham Al Khawar

{"title":"General and specialist vocabulary knowledge as predictors of academic success in EMI university programs","authors":"Ahmed Masrai, Dina Abdel Salam El-Dakhs, Hisham Al Khawar","doi":"10.1515/cercles-2022-2038","DOIUrl":"https://doi.org/10.1515/cercles-2022-2038","url":null,"abstract":"Abstract The current study aimed to examine the contribution of general and specialist vocabulary knowledge to undergraduate students’ academic achievement in university courses which are delivered in English as a medium of instruction (EMI) in non-English speaking countries. To this end, the scores of 106 Arab undergraduates on a general vocabulary test (GVT) and on a computer science specialist vocabulary test (CSSVT) were examined in comparison with their final grades on a university-level computer science course, which they studied in English. The results showed a significant and positive correlation between the students’ scores on the GVT and the CSSVT and their final course grades. Additionally, it was found that the combined scores of the two tests can explain 16.1% of the variance in the students’ final course grades. Hence, the general and specialist vocabulary knowledge can predict students’ academic achievement in EMI courses. The results are discussed in relation to the existing literature. Pedagogical implications are presented and directions for future research are recommended.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47216689","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

English medium instruction in Higher Education of Afghanistan: students’ perspective 阿富汗高等教育中的英语教学:学生的视角

IF 0.5

Language Learning in Higher Education Pub Date : 2022-05-01 DOI: 10.1515/cercles-2022-2041

Sayeed Naqibullah Orfan, Muhammad Yaqoob Seraj

{"title":"English medium instruction in Higher Education of Afghanistan: students’ perspective","authors":"Sayeed Naqibullah Orfan, Muhammad Yaqoob Seraj","doi":"10.1515/cercles-2022-2041","DOIUrl":"https://doi.org/10.1515/cercles-2022-2041","url":null,"abstract":"Abstract The study investigated students’ views of reasons for the adoption of English medium instruction (EMI) in Afghan Higher Education, EMI effects on official languages and students’ preference of medium of instruction. It also explored whether students’ gender, first language and English proficiency had any significant impact on their responses. The data were collected from 840 students by means of an online questionnaire from four public universities based in northeastern Afghanistan. The dataset was analyzed using descriptive and inferential statistics. The results showed that students had a positive attitude towards EMI in higher education. They believed that the universities should adopt EMI for various reasons, e.g., internationalization of universities. They were aware of the negative effects of EMI on the official languages of Afghanistan. They were more likely to select a combination of English and official languages for the medium of instruction. Students’ gender and first language did not have a significant impact on their attitudes towards EMI; however, their English proficiency significantly impacted their attitudes towards EMI. Moreover, their gender and first language, and English proficiency had significant effects on their preference of language of instruction. The study suggests a policy for gradual transition to bilingual education in Higher Education.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44891830","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: 4

“My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course “我的抗拒消失了”:日本大学生对以学生为中心的英语讨论课的反馈

IF 0.5

Language Learning in Higher Education Pub Date : 2022-05-01 DOI: 10.1515/cercles-2022-2042

Matthew Y. Schaefer, Samuel Reid, Anna Bordilovskaya

{"title":"“My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course","authors":"Matthew Y. Schaefer, Samuel Reid, Anna Bordilovskaya","doi":"10.1515/cercles-2022-2042","DOIUrl":"https://doi.org/10.1515/cercles-2022-2042","url":null,"abstract":"Abstract Students leaving the Japanese secondary education system have typically spent hundreds of hours studying English grammatical structures and memorizing vocabulary lists but relatively little time putting that knowledge to communicative use. This lack of language practice can result in feelings of anxiety when faced with compulsory university courses that focus on speaking skills, such as participating in discussions and debates. This study examines first year Japanese student responses to an end-of-semester survey for a course employing a student-centered approach to developing academic Discussion Skills. The authors analyze students’ comments from an open-ended item on the questionnaire asking for feedback regarding any aspect of the course. The results show that many students reported a journey from initial resistance towards speaking English to feelings of confidence and enjoyment. The features of the course that students identified as lowering this resistance included: the enjoyment that came about through pair and group work with classmates; the cognitive discourse functions that provided scaffolding for taking part in discussion; and the consistent and coherent lesson structure that lowered the cognitive load to allow for more focus on communicating and co-constructing ideas. While this study focuses on the Japanese context, it contributes to knowledge across any language center seeking to help students transition to courses with a greater emphasis on spoken communication.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41306730","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