Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model

As in other Anglophone nations, a large percentage of Australia’s postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the eyes of experienced ALL practitioners (n?=?42), whose views on the issue were sourced via an online survey. The paper further explains how the findings were used to implement a trial of an ALL enhancement strategy at one university in the form of adjunct tutorials within selected coursework masters programmes. Both the research and the pedagogical model depart from monolithic conceptualizations of international students by identifying the issues of vertical transition peculiar to EAL postgraduate coursework students, a task that is addressed through the tripartite perspective of the personal, the linguistic and the academic. Findings suggest that, while EAL postgraduates have previous study experience, motivation and maturity, they benefit from opportunities to address disjunctures between the knowledge base they bring to higher study and the expectations of that knowledge base held by universities. Successful transition is also facilitated by explicit (re)orientation to the academic norms of the host institution and nation. Academic writing was noted as a particular area requiring attention, along with the related matters of research skills, information literacy, academic integrity, independent learning, and time management.     

How effective is role play in supporting speaking and listening for pupils with English as an additional language in the Foundation Stage?

This research investigated how role play supports the development of speaking and listening skills for pupils who have English as an additional language in the Foundation Stage. The literature highlighted sociocultural perspective on language development, importance of role play within Early Years pedagogy and key strategies for language learning which may be promoted through role play. Data was triangulated through questionnaires and interviews in relation to the key questions. The findings were positive with pupils demonstrating an improved use of English and a wider range of language learning strategies.     

The rise and fall of comparative education in teacher training; should it rise again as comparative pedagogy?

It is argued in this paper that comparative pedagogy has a useful and relevant role to play in initial teacher training in England. The paper illustrates the national decline in the provision of a comparative dimension in both the study of education and in teacher training with a historical review of curricula in institutes in the Bristol area. Reasons for the decline are explored. Arguments are put forward to support the inclusion of comparative pedagogy in initial teacher training. It is held that comparative pedagogy is relevant to teachers whose careers may take them into pluricultural classrooms or across national boundaries, as well as teachers whose careers may be limited to monocultural classrooms. An empirical study is included, which explores the positive impact of comparative pedagogy on a small group of postgraduate primary English teacher trainees with a specialism in French. Their experience suggests that comparative pedagogy can give all trainee teachers a deeper understanding of pedagogy in general.     

Safety in numbers? Middle-class parents and social mix in London primary schools

Research into parents’ secondary-school choices suggests that many middle-class parents are keen to secure a middle-class peer group for their children. This article reports the findings of a small-scale, qualitative study into whether a similar phenomenon exists at primary-school level and, if so, why. In-depth interviews were conducted with 56 middle-class parents of pre-school children in inner London. Respondents often had contradictory impulses. Nearly all liked the idea of a socially mixed school but many associated the ‘wrong’ mix with various risks. Some of these perceived risks are familiar from previous studies. Others are less familiar, such as the fear among respondents that they themselves might not ‘fit in’ at their children’s school. The types of intake which respondents preferred fell into three overlapping categories: children from ‘pro-school’ families, children at a similar level of achievement to respondents’ own children and ‘people like us’. Respondents’ judgements about whether children and families fell into these categories were based in part on ideas about class, ethnicity and language. Respondents gravitated toward schools where most children were perceived to come from middle-class, white, English-speaking backgrounds. The article argues that attitudes towards children learning English as an additional language need to receive greater attention in future research.     

‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation

ABSTRACT

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.     

‘I’d like to know why’: cultural capital and MA in education students’ interpretation of feedback commentaries

This article discusses the results of an investigation into selected MA in Education students’ interpretation of feedback to their written assignments in a teaching and learning institution in the UK, using the framework of cultural capital and acculturation. A case study method was adopted to investigate four participants’ thoughts and experiences with feedback over a period of two semesters. Participants were asked to go through a think-aloud process while responding to feedback from tutors to their assignments. Results of the think-aloud were used as springboard for interviews conducted with students. The article argues that students’ diverse and variable interpretations of tutor feedback can be explained by Bourdieu’s notion of ‘connaissance’ or knowledge as cultural capital. Additionally, students were found to have subscribed to the ‘acculturation’ process modelled by tutors in feedback provision.     

Reading and Culture: the Experience of some of our Bilingual Pupils

This article explores the nature of reading for meaning as it affects the reading abilities of secondary‐age bilingual pupils. It briefly discusses cultural schemata theories which seek to account for the influence of culture on the reading process, and links these to a school‐based study. This illustrates the importance of cultural determinants on the understanding of text and suggests possible strategies for overcoming potential textual difficulties.     

Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs

This article examines the impact of an adjunct English language tutorial program on the academic performance of first‐year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline‐specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed‐method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline‐specific approach to language and academic skills support and that regular participation in a content‐based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer‐term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline‐based programs for ESL students.     

Learning and using English: what experience and expectations do non-local Asian international students bring to their university studies in Hong Kong?

Abstract

This paper reports on a study of prior and current experiences with English of non-local Asian international students and of their language expectations when commencing their studies at an English-medium university in Hong Kong. In addition to grappling with new academic demands, these sojourners need to adapt to a vastly different social environment, further complicating the already challenging school-to-university transition. A mixed-methods approach was adopted to generate data with the employment of online questionnaire surveys and semi-structured individual interviews. In total, 224 completed questionnaires were returned, among which 60 were identified as responses from Asian international students. Eleven students of five different Asian nationalities participated in interviews. The results show that despite different socio-cultural backgrounds and prior learning experiences, these international students had similar expectations regarding the institutional language environment of an internationalised university, within which they expect English to be not only a medium of instruction but also a lingua franca for social interaction with their peers and local counterparts. The findings provide internationalised institutions with insights into the needs and expectations of incoming students from regions which are geographical neighbours but with varying cultural norms, educational standards, colonial heritage, degrees of elitism, and technological development.     

英语国际语的教学框架

从教师视角研究英语国际语的教学框架,以应对当前全世界非英语国家英语教学所面临的挑战,对我国基础教育英语教学具有重要意义。该框架包括英语国际语体系、教学内容与预期教学结果。笔者全面阐述了在全球化背景下如何界定与区分教学内容与教学预期结果,为大纲的设计者与教材编写者提供了一个尝试性方案及其理据。     

“Only When I Am Not Ashamed of Myself Can I Teach Others”: Preservice English-Language Teachers in Vietnam and Code-Switching Practices

As the younger generation in Vietnam increasingly switches between the English and the Vietnamese languages, numerous linguistic and sociocultural strictures arise. Foregrounding the preservice English-language teachers of this generation, this article locates them in a dilemma between the discourse of globalization and their code-switching practices, on the one hand, and the moral-guide duty they are expected to fulfil within the discourse of linguistic nationalism on the other hand. Drawing on a case study conducted with survey questionnaires (N = 483) and focusing on interviews and focus groups (N = 15), this article reports the confusion, the decisions, and the negotiations made by different preservice teachers as they were faced with this dilemma. Particularly underlining the theme of negotiation, the article proposes certain changes to the English-language-teacher training curriculum in Vietnam.     

美国《英语习得法》面临的十大挑战

标志美国语言教育政策＂拐点＂的《英语习得法》,明确了英语学习者习得英语、提高学业成绩的目标及评价体系,但缺乏对教育处境不利的非主流群体所面临挑战的体认,提供支持英语习得与学业成绩提高的教学资源与经费资助不足,未能制定清晰的、＂基于科学研究＂的指导方针。在语言少数族裔学生语言和文化日益多元的当下,联邦政府在保证教育公平方面＂不作为＂的做法,使得双语教学更加缺乏社会和政治支持的环境,也使得使《英语习得法》面临严峻的考验。