对外汉语教学与研究最新文献_第6页

Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis 在线资源与英语学习者教师的专业发展:美国各州分析

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a11

Elena Andrei, Laura Northrop

引用次数: 0

Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction 关注英语作为一种全球语言的说话者-学习者:能动性和满意度

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a2

K. Kohn

{"title":"Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction","authors":"K. Kohn","doi":"10.55593/ej.26103a2","DOIUrl":"https://doi.org/10.55593/ej.26103a2","url":null,"abstract":"Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new descriptions of plurilingual and pluricultural competence and mediation, has done much to extend the potential of the framework, as it provides a more concrete foundation for using CEFR to support heteroglossic pedagogies. In this way, CEFR has acquired a greater level of potential relevance to innovative pedagogies in English language education, such as Global Englishes Language Teaching (GELT), which seeks to equip learners with communicative skills and dispositions needed for success in a world where the target interlocutors are linguistically and culturally diverse (Rose & Galloway, 2019). In this paper, we examine the prospects for using CEFR to support heteroglossic pedagogies like GELT, highlighting points of convergence between descriptions of competence in CEFR and current scholarship in Global Englishes, as well as points of divergence between the two. We underline the need to embed CEFR in decentralizing educational reforms, in which the framework is used to facilitate teacher agency, rather than to impose objectives and methods upon them.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79123559","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

What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development 如果他们被释放了呢?自主阅读-听力和读书俱乐部在阅读流利性培养中的应用

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a18

A. H. Isozaki

{"title":"What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development","authors":"A. H. Isozaki","doi":"10.55593/ej.26103a18","DOIUrl":"https://doi.org/10.55593/ej.26103a18","url":null,"abstract":"Recent research has shown that reading and listening together can be helpful in developing EFL reading fluency, but learner-autonomous bimodal reading research remains scarce. The present study, in an intensive academic English program in Japan, was intended to explore whether reading rates and related reading skills might improve while autonomously reading and listening outside class, holding “book clubs” in class, and while meeting course goals. Within the program setting’s trimester sessions, young adult participants carried out extensive reading and listening online at their own pace, followed by small group “book club” discussions, and conducted monthly silent reading rate checks. Participant data collection found the participants (N = 130) reported approximately 64 wpm in overall average gain through their 9-10 week projects. Post-project survey responses and interviews also indicated positive views of book club discussions and possible growth in skills related to increasing fluency, such as mentally “hearing” while reading, and visualizing. Rates of spoken word delivery in audiobooks were measured and compared to reading rates and fluency development markers discussed in research to date. Correlating these with participants’ reading rates was found potentially helpful in visualizing ranges in learners’ reading fluency development. Further research investigating these points is suggested.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77213596","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

Toward Inclusive Translanguaging in Multilingual Classrooms 多语言课堂中的包容性跨语言教学

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a23

Guofang Li

{"title":"Toward Inclusive Translanguaging in Multilingual Classrooms","authors":"Guofang Li","doi":"10.55593/ej.26103a23","DOIUrl":"https://doi.org/10.55593/ej.26103a23","url":null,"abstract":"As the world moves to a post-COVID stage and movement of goods and people across borders resumes, we need to rethink how we communicate and educate students about communication in a superdiverse world with increased presence of minoritized languages and varieties. The growing evidence of translanguaging practices among plurilingual speakers in multilingual societies and linguistic minority communities across the globe (e.g., Cenoz & Gorter, 2017; Oliver et al., 2020; Seals & Olsen-Reeder, 2020; Straszer et al., 2022) has prompted greater attention to equity and linguistic social justice issues in language education. Pedagogical translanguaging has been put forward as an “all encompassing” (Li, 2018, p. 9) practice to address linguistic inequities and injustices in the classroom. While it is a step forward in countering monolingual ideology and the dominant-language-exclusive policy and sanction, I draw attention to the “selective” nature of much of the current pedagogical translanguaging approach and argue for “inclusive translanguaging” that capitalizes on all of the languages, cultures, and identities of plurilingual speakers who have historically received marginalization, including their non-dominant dialects or mother tongues.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82327091","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

Translanguaging: Does It Work in EFL Contexts? 翻译:在英语语境中有效吗?

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a25

W. Renandya, A. Chang

引用次数: 1

Plural Englishes and English as Language Resource 复数英语和英语作为语言资源

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a27

H. Widdowson

{"title":"Plural Englishes and English as Language Resource","authors":"H. Widdowson","doi":"10.55593/ej.26103a27","DOIUrl":"https://doi.org/10.55593/ej.26103a27","url":null,"abstract":"This Special Issue presents different perspectives on ‘Global Englishes and translanguaging’. It might be noted to begin with that the use of the word ‘and’ is ambiguous – it could either be taken to indicate that the issue is to deal with two unconnected topics, or to imply that there is a connection between them, which the issue is designed to explore. This raises the question of how, if at all, the two are conceptually related – a question that obviously needs to be addressed before considering their implications for language education. The term ‘Global Englishes’ is itself ambiguous. It has come to be used as an umbrella term to refer English as an international Language in all its manifestations. But its plurality would suggest that the term also applies more specifically to different stabilized varieties of language usage associated with particular communities in what Kachru has called the Inner and Outer Circles and in this sense is synonymous with ‘World Englishes’. ‘Translanguaging’ would usually refer to the immediate process of language use, the expedient exploitation of language as a communicative resource. Translanguaging is particularly evident in the use of English as a lingua franca, ELF, which at times all users engage in whatever Kachru circle they are said to be members of.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83143340","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

Accent Difference Makes No Difference to Phoneme Acquisition 重音差异对音素习得无影响

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a3

Marc Jones, Carolyn Blume

{"title":"Accent Difference Makes No Difference to Phoneme Acquisition","authors":"Marc Jones, Carolyn Blume","doi":"10.55593/ej.26103a3","DOIUrl":"https://doi.org/10.55593/ej.26103a3","url":null,"abstract":"ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose & Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway & Rose, 2018) provides the potential for movement away from such ‘native speaker’ ideologies, but lacks empirical evidence. In this study, the use of GELT input in comparison with prestige varieties of English was investigated. Sixteen first-year L1 Japanese university students in an English Medium Instruction programme participated in a self-paced listening study via a learning management system (LMS). All participants were tested on their perception of the English vowels /æ/, /ʌ/, /ɜː/ and /ɔː/. After this pretest, they were separated into two groups: using edited TED talks, the experimental group (G) (N=8) watched videos of Global English varieties, and the control group (P) (N=8) watched videos of prestige English varieties. Both groups acquired losses, i.e., immediate posttest scores were mainly lower than pretest scores on vowel identification. Scores were predicted by the variation in interval between lessons and posttest, but not by the varieties of English used. This provides support for the view that GELT is as valid a language teaching approach as using prestige varieties.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79090614","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

Translanguaging and data-driven learning: How corpora can help leverage learners’ multilingual repertoires 跨语言和数据驱动学习:语料库如何帮助利用学习者的多语言库

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a22

Gaëtanelle Gilquin

{"title":"Translanguaging and data-driven learning: How corpora can help leverage learners’ multilingual repertoires","authors":"Gaëtanelle Gilquin","doi":"10.55593/ej.26103a22","DOIUrl":"https://doi.org/10.55593/ej.26103a22","url":null,"abstract":"Translanguaging, i.e., the use of multiple languages to make and negotiate meaning, has been shown to be beneficial for language learning (see, e.g., García & Kleifgen, 2020). Although it is a fairly natural and spontaneous phenomenon in the lives of many multilingual speakers, its role is not well established in the language classroom, where the use of learners’ mother tongues (L1s) or some additional languages (L2s) besides the target language (TL) is often frowned upon (by school authorities, teachers, and even students themselves). For this reason, there have been calls to “explore what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually” (Creese & Blackledge, 2010, p. 113). One such possible resource is the corpus, an electronic database of naturally-occurring language that can be investigated by means of special tools and techniques to gain insights into the language(s) or language variety (varieties) represented in the corpus. What is particularly interesting about corpora from a pedagogical perspective is that they can be used by students to make their own discoveries about language, a pedagogical approach known as ‘data-driven learning’, or DDL for short (see Gilquin & Granger, 2022). In what follows, I review some of the corpora that could be useful in translanguaging pedagogy and briefly show how they could help language learners leverage their own multilingual repertoires.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74024658","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

Providing social-emotional and academic supports to SLIFE: What every teacher needs to know 为SLIFE提供社会情感和学术支持:每个老师都需要知道的

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a16

Luis Javier Pentón Herrera, Brenda Custodio, J. O’Loughlin

引用次数: 0

“It’s How We Get Along” – Translanguaging in Middle-School Mathematics Class “这就是我们相处的方式”——中学数学课上的翻译

对外汉语教学与研究 Pub Date : 2022-11-01 DOI: 10.55593/ej.26103a8

E. Mackinney

引用次数: 1