English language learners’ participation in the discourse of a multilingual science classroom

Recent science-education reforms have targeted students’ ability to ‘talk science’, especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultural backgrounds were studying together. Specifically, it analyzes the case of a focal Asian-background ELL who encountered challenges in her attempts to respond to the teacher’s questions and participate in the classroom academic discourse on earth science. Our analysis indicated that this ELL was unaware of the teacher’s expectations regarding the intertextual connections and academic language required to successfully accomplish science tasks. The ELL’s unexpected responses exposed a complex set of academic and social issues – notably, gaps between the teacher’s, students’, and ELL’s own expectations about language participation – that could have contributed to her supposed behavioural problems.     

The ‘foreign’ language teacher: negotiating the culture of a school when unfamiliar with the language of instruction

This article examines and theorises the experiences of 12 primary pre-service teachers at an Australian university, undertaking a two week professional teaching experience in Bangkok. This qualitative ethnographic study of our students’ and to some extent our own experiences draws on interviews, questionnaires and observations from the students, as well as reflective notes from two participating supervisors, and sets out to account for and understand the sources of the achievements and frustrations experienced by our pre-service teachers. The findings illustrate differences between the students’ overseas experiences and Australian-based experiences. These differences include organisational structures, teacher mentoring and cultural understandings, and the effects these had on the students. In particular, we distinguish the more readily observable structural nature of the schools in which the pre-service teachers were teaching, and the less visible cultural aspects that underlie these structures. We propose ways of helping students, as part of pre-departure briefings, to become more aware of these cultural underpinnings, with a view to helping them become more at ease negotiating intercultural workplaces.     

On the appropriateness of language teaching methods in language and development

Introduction The topic of this paper is language teaching methodology—and the matter of its appropriateness. A number of writers in our field have criticized language teaching methods during the last decade. Some have noted that the search for the best method is ill-advised (see, for example, Bartolome, 1994). They say that there can be no one best method. Others have     

The effect of language on the performance of second‐language students in science examinations

It has been established by previous researchers that changes in the wording of multiple‐choice examination questions can significantly affect pupil performance. In this study recent ‘home’ General Certificate of Secondary Education (GCSE) and ‘overseas’ General Certificate of Education (GCE) papers were examined for questions in which the language could be simplified, and modified questions were prepared. When performance on the original and modified forms of the questions was compared for a sample of British school pupils, no statistically significant difference emerged. When performance on the same questions was examined for a sample of pupils for whom English was the second (or third) language, there were significant differences in their performance on modified and unmodified versions of the questions.     

The language laboratory — a pedagogical view

The introduction of new educational systems where not only an elite but a much larger population of learners receive a working knowledge of at least one foreign language has created an enormous demand for foreign language teaching. Short of teachers and suitable teaching materials, the educational authorities have been more than willing to invest huge sums in various kinds of equipment to meet this demand without empirical evidence of the usefulness of the equipment, and, as a consequence, the field of modern language teaching has become a popular playground for manufacturers of all sorts of technical devices. The ‘language laboratory’ is one example of this development.     

The problem of the world's population

世界上最大的问题恐怕就是人口问题。如果不能及时控制人口增长的话,未来的地球上恐怕连站着的地方也不会有了。怎么办呢?办法是有的,请看看他们是怎么做的。想不想学呢?     

On the Subjectivity of Liaison Interpreters in Business Sector——The Person Application

Nowadays,commercial interactions,exchanges,andcorporation occur more and more frequently in almost every business sector between China and other countries.As a result,business interpreting carries an increasing significance day after day,especially between English and Chinese.When it comes to the role of liaison interpreters,specifically in business sector,the importance of their subjectivity hasn't been widely realized.So it is quite meaningful to propose and implement the active role of liaison interpreters and to apply their subjectivity to real commercial situations.     

On the Application of the Cohesion Theory in Text Translation——A Case Study of Death of a Pig

Based on the translation of E. B. White's essay ‘Death of a Pig', the essay attempts to analyze the strategies employed to achieve cohesion and conjunction in the target text and emphasizes that in order to reflect the language style of the source text, the translator should use corresponding strategies to ensure the translation is cohesive.     

The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?

Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinary-specific language-learning outcomes.     

On Ben's lost in self-identification——the Comments on The Graduate

Benjamin(also called Ben), the protagonist in the graduate, is supposed to have a promising future but feels lost in self-identification for some reasons. Followed by a brief introduction about the movie and self-identification, this paper aims to analyze the cause and manifestation of Ben's lost in self-identification based on the theory of Maslow's hierarchy of needs. It then draws a natural conclusion and points out the universality of the lost in self-identification of younger generations in all times.     

Digging into the Culture Background of the Target Language——Prerequisite of learning a foreign language

The term, culture shock, was introduced for the first time in 1958 to describe the anxiety produced when a person moves to a completely new environ- ment. This term expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appro- priate or inappropriate. The feeling of culture shock generally sets in after the first few weeks of coming to a new place. "Coming to America is like jumping into cold water," says an inte…     

Migrants and the language of instruction: Is the EU policy deficit driving new innovations in social inclusion?

Language learning has long been seen as an important tool for achieving European Union (EU) targets for social inclusion. However, “mainstream” policy instruments like the Action Plan on Promoting Language Learning and Linguistic Diversity and the European Charter for Minority Languages have been undermined in recent years by the effects of the global financial crisis, which has contributed to the widespread decimation of welfare budgets in many EU member states. This has been accompanied by the increasing influence of a “neo-liberal” discourse in welfare and social service policies and practices, leading to the delegation of responsibility for service provision from central, regional and local government to commercial enterprises, civil society and, ultimately, to citizens themselves. At the same time, the gaps in service provision that have resulted from this “financial crisis” have opened up new opportunities for social innovators. New kinds of organisations are beginning to develop and apply new approaches using language learning to deliver innovative services aimed, for example, at supporting the integration of immigrants in society. Using case study analysis, this paper explores how these new approaches have developed, what kinds of innovation are being delivered and the contribution these social innovations are making to broader EU social inclusion objectives.     

The role of teaching experience in language teachers’ perceptions of a top-down curriculum change

The current study aimed to investigate the role of teaching experience in language teachers’ perceptions of a top-down curriculum change. One hundred twenty-seven language teachers who have been experiencing the change for three years participated in the study. Their perceptions of change were quantitatively assessed by perceptions of change survey with three main components: new curriculum, teacher practices, and administrative support of change. Analysis of the quantitative data analysis indicates that experience is associated with more cautious perceptions of change and explains 9% of the variance in the results. To triangulate the findings of the quantitative data analysis, 10 experienced and 8 novice teachers took part in a structured interview and answered 10 questions regarding the old curriculum and the change, their role in the reform, and the administrator's support of the change. The result showed that both experienced and novice teachers are optimistic about the new syllabus. However, experienced teachers are more concerned about the practical issues of change such as time and lack of audiovisual aids. Further, they think that their agency and experiential professionalism are neglected in this change and the problems of implementing change have not been appropriately addressed by the administrators during the last three years.     

The Truth Cannot Departs From the Human Nature——On the Status Quo of Translation of The Analects and the Spread of the Confucianism

Confucius’doctrines had great influence on Chinese history.Han Wudi rejected other schools of thoughts but held Confucianism in esteem and so its leading position in Chinese history was established.Its influence was so extensive in China that the Analects of Confucius is indispensable even now,either for studies on Confucius himself or for studies in Chinese history.For thousands of years,Confucianism has exerted a far-reaching influence on Chinese society,culture and on the Chinese psychology.Its influence has extended abroad and Confucianism has held a leading position in the world.     

The Relevance between the Ego and the Other——a Theoretical Account of Relevance in Translation

This paper focuses on the notion of relevance in translation,aiming to clarify the cognitive motivation of translation,which can serve as an account of relevance in translation.     

The problem of the world＇s population

世界上最大的问题恐怕就是人口问题。如果不能及时控制人口增长的话,未来的地球上恐怕连站着的地方也不会有了。怎么办呢？办法是有的,请看看他们是怎么做的。想不想学呢？[编者按]     

‘What’s in a name? The power of the English language in secondary school science education’

Cultural Studies of Science Education - The global dominance of the English language has led to intense debates with the emergence of studies of English as a lingua franca. These debates can be...     

The present situation and the countermeasure of belief education of vocational college students——Analysis based on the belief of higher vocational students in Hainan Province

本文根据对海南省高职院校信仰状况的调查,在总结高职学生当前信仰教育现状的基础上,分析了影响高职学生信仰教育的因素,并有针对性地提出了加强高职学生信仰教育的对策.     

Dilemmas and a paradox—secondary mathematics teachers' knowledge of their teaching in multilingual classrooms

This paper reports on the first stage of a research project that investigates the dynamics of multilingualism and the teaching and learning of mathematics in junior secondary classrooms in South Africa. The paper situates the project theoretically and methodologically and then focusses on an initial set of in-depth interviews with six teachers in three different classroom contexts. The analysis of presences and silences within and across teachers' accounts suggest that teachers in multilingual contexts confront and produce language-related dilemmas and a paradox as they manage their teaching. These, in turn, raise interesting questions for further analysis and research.