Peer relationships among 4 preschool second language learners in “Small-group time”

Second language learners entering preschool are challenged by unfamiliar social and communicative expectations that limit them from full participation in the classroom. In this ethnographic study, the experiences of four Korean 3-year-olds new to preschool were studied during 1 school year to learn how peer relationships among the four would affect their participation, specifically in teacher-initiated events. Findings revealed that young second language learners from the same ethnolinguistic background were able to establish relationships and construct participant structures that guided their participation before individually acquiring the social and communicative skills shared by other class members. Their joint initiatives, including use of native language and imitation, led them to a higher level of participation than is typical for second language learners in a new setting. Their participation was facilitated by a teacher who accommodated their interdependent behavior and guided them into further involvement to experience the benefits of small-group activities.     

Where did I come from? US parents' and preschool children's participation in sexual socialisation

This paper applies a sociology of childhood approach to the study of the sexual socialisation of young children in the USA. It examines both children's and parents' active participation in this dynamic and collaborative process through conversations between 49 parents and their 54 preschool children that were audio-recorded while they read books about ‘where babies come from’. Parents also participated in a brief survey. The authors found that, while parents do foreclose such conversations as previous research has indicated, they also use a variety of other tactics, including adding information and emotion management. These findings illustrate children's active engagement in their own sexual socialisation through their questions, confusions and distractions, which affected the amount and type of information that was elicited.     

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.     

Producing the ‘international’ child: negotiations of language in an international preschool in Japan

This article provides an ethnographic account of an ‘international preschool’ in Japan, describing how ideologies of ‘English’ and ‘internationalism’ are produced and consumed among the parents, teachers and directors, in their common goal of socialising an ‘international’ child.     

Communication apprehension in a first language and self‐perceived competence as predictors of communication apprehension in a second language: A study of speakers of English as a second language

This study addresses the communication apprehension of the non‐native English speaker in the U.S. Previous studies which have examined the implications of communication apprehension (CA) for bilingual, non‐native communicators have generated results which indicate that trait‐like CA is consistent across first and second language‐speaking situations. However, none of these studies have probed the cause of the cross‐linguistic consistency of CA. This research is designed to provide a scientific explanation for the etiology of CA by applying the communibiological paradigm to CA theory and research. By selecting the situational constraints of international students, this study tests a theory based on proposition 4 of the communibiological paradigm (Beatty & McCroskey w/Valencic, 2001, p. 128): “Environment or ‘situation’ has only a negligible effect on interpersonal behavior.” The results of this study replicate the strong relationship previously observed between CA in a first language and CA in a second language. It also found that the genetic markers employed (Eysenck's Big 3 temperament variables) predicted first and second language CA approximately equally. The results indicate that, although both first and second languages are learned, the CA associated with them most likely is not.     

Limitations of language: developing arts‐based creative narrative in stories of teachers’ identities

This paper is based on a multidimensional study employing a heuristic methodology termed ‘creative narrative’ that combines arts‐based methods with narrative inquiry. Six female teachers’ narratives of identity are explored through artistic, visual images to illuminate if and how they story ‘unconscious’. The creative narratives, illuminated through a multi‐layered extract from one creative narrative, illustrate various ways in which the participants imputed meaning and power to tacit and non‐conscious influences which were emotionally potent but previously hidden from themselves and others and that continued to affect their professional identities. The paper argues that such unconscious or non‐conscious dimensions to teachers’ lives are crucial to the experience and exercise of professional identity and yet are largely absent from our understandings and outside the capture of narrative inquiry as it is presently conceptualized. Narrative inquiry should strive to extend its theoretical boundaries and incorporate non‐verbal arts‐based research methods in order to go beyond the limits of language and capture the meaning of lived experience in more holistic ways.     

Does an activity-based learning strategy improve preschool children's memory for narrative passages?

Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2) result in relatively greater memory enhancement for enacted atypical events than for typical ones (16 and 17). To date, indexical hypothesis predictions and applications have been examined only with adults and elementary school-aged children. The present study extended previous research by comparing an activity-based listening strategy to a listening-only strategy with 56 preschool children. The first hypothesis was supported in that children in the activity-based condition recalled more story actions than children in the listening-only condition. At the same time, this effect was relatively greater for children who were initially better at remembering story content than for initially poorer story rememberers. Consistent with previous research findings, no statistical differences between conditions were observed on memory for nonaction story content. The second hypothesis – that children in the activity-based strategy would exhibit comparatively greater memory enhancement for atypical story events relative to typical ones – was not supported. Theoretical and practical implications of the findings are discussed.     

Raising the language awareness of pre‐service English teachers in an EFL context

This study investigates the challenges that non‐native pre‐service English teachers (Haluk, Gaye, Selin, Öznur and Serkan) experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students’ level, and authenticity of the classroom language. During this study, the target language awareness training session was offered by the university supervisor in order to improve the student teachers’ target language use in the classroom. The training sessions included classroom observations, feedback sessions, semi‐structured interviews, retrospective protocols and discussion meetings with the student teachers. The findings indicated that the language awareness training had a positive impact on the target language use of the pre‐service English teachers. Furthermore, this study discusses the curriculum and the requirements of the language teacher education programme in an EFL setting and makes suggestions for the professional development of non‐native pre‐service language teachers.     

How effective are recasts in facilitating second language acquisition？

Recasts are the most frequently used in class to give corrective feedback. However, there is a hot debate about their effectiveness in facilitating second language acquisition （SLA）. The article aims to examine the effectiveness and explore ways to optimize the facilitative role of recasts in class.     

The evaluation of computer‐mediated technology by second language teachers: collaboration and interaction in CALL

This study presents the results of a web‐based questionnaire administered to 166 second language teachers and designed to obtain information about their use and needs of information and communication technologies (ICTs) as related to language learning (LL). Analyses revealed that, although teachers believe that second language acquisition is primarily driven by social interaction, they seldom use computers as a means to foster collaboration or interaction. ICTs are thought to be very helpful in individual learning scenarios but not for the interactive dimension of LL. Very few teachers incorporate interaction‐oriented digital tools in their language teaching, probably due to their self‐acknowledged deficient training in ICTs. However, instructors stated that they would like to introduce new interaction tools in their computer‐aided courses, which clearly shows the need for both teachers’ training in ICT and the technological development of proper interactive functionalities.

Die Auswertung computervermittelter Technik von Zweit‐Sprachlehrern: Kollaboration und Interaktion in CALL

Diese Studie zeigt die Ergebnisse einer Umfrage, die dafür entworfen wurde, Information darüber zu erhalten, die etwa Zweit Sprachlehrer verwenden, und den Bedarf an Informations‐ und Kommunikationstechniken (ICTs), die mit Sprachlernen (LL) generell verbunden sind. Analysen ergaben, dass, obwohl Lehrer glauben, dass der Erwerb einer zweiten Sprache in erster Linie von sozialer Interaktion angetrieben wird, sie selten Computer als Hilfsmittel verwenden, um Kollaboration oder Interaktion zu fördern. Es wird angenommen, dass ICTs sehr in einzelnen Lernzenarien, aber nicht für die interaktive Dimension von LL hilfreich sein kann. Sehr wenige Lehrer integrieren interaktionsorientierte digitale Werkzeuge in ihre – möglicherweise durch ihre selbstanerkannte unzulängliche Ausbildung in ICT – eigene Sprachlehre. Jedoch gaben Ausbilder an, dass sie neue Interaktionswerkzeuge in ihren computergestützten Verläufen einführen möchten. Das zeigt den Bedarf nach Ausbildung beider eindeutig: Lehrer in ICT und der technologischen Entwicklung von korrekten interaktiven Funktionalitäten.

L’évaluation dela technologie informatisée chez les professeurs de langue seconde :collaboration et interaction dans l’enseignement des langues assisté par ordinateur (CALL)

Cette étude présente les résultats d’une enquête conçue pour recueillir des renseignements sur la façon dont les professeurs de langue seconde utilisent et ont besoin des TICE spécifiques pour l’apprentissage linguistique.

Des analyses ont révélé que les professeurs utilisent rarement les ordinateurs pour stimuler la collaboration et l’interaction et ce, bien qu’ils croient que l’acquisition d’une langue seconde est avant tout entraînée par l’interaction humaine. Ils pensent que les TICE sont très utiles dans des situations d’apprentissage individuel mais pas pour la dimension interactive de l’apprentissage des langues. Très peu nombreux sont les professeurs qui intègrent des outils numériques à orientation interactive dans leurs cours de langues, ceci étant probablement dÛ à une formation informatique déficiente qu’ils reconnaissent eux‐mêmes. Certains professeurs ont toutefois indiqué qu’ils voudraient introduire de nouveaux outils interactifs dans leurs cours assistés par ordinateur ce qui fait clairement apparaître le double besoin de formation aux TICE pour les professeurs et d’un développement technique de fonctionnalités interactives appropriées.

Una evaluación de la tecnología basada en ordenadores por parte de los profesores de la segunda lengua: colaboración y interracción en aprendizaje de idiomas asistido por ordenador

Esta investigación presenta los resultados de una encuesta diseñada para conseguir información sobre las necesidades específicas para el aprendizaje de lenguas y el uso de las tecnologías de la información y la comunicación (TICs) por parte de 166 profesores de segunda lengua. Los análisis han revelado que, aunque los profesores creen que la adquisición de una segunda lengua está fundamentalmente impulsada por la interacción social, en realidad hacen poco uso del ordenador para incentivar la colaboración y la interacción. Los docentes piensan que las TICs son muy útiles para la modalidad de aprendizaje individual pero no para la dimensión interactiva del aprendizaje de idiomas. Son pocos los profesores que incluyen herramientas digitales con orientación interactiva en sus cursos de idiomas, probablemente, como confiesan ellos mismos, debido a las carencias de su propia formación digital. No obstante, algunos profesores señalan que quieren introducir nuevas herramientas interactivas dentro de sus cursos asistidos por ordenador, lo que claramente demuestra la necesidad tanto de una buena formación en TICs para los profesores como del desarrollo tecnológico de nuevas funcionalidades interactivas adecuadas.     

Widening participation in postgraduate studies in Greece: mature working women attending an e‐learning programme

This article examines issues relating to widening participation in postgraduate study programmes in Greece. It focuses on a group of mature women and examines their experiences from attending a novel postgraduate e‐learning programme at the University of the Aegean. It presents findings from a study, which looked into mature women’s decision to return to higher education in relation to their responsibilities stemming from marriage, motherhood, work and housework. In particular it examines how these women balanced their different and often conflicting roles, managing to operate within very tight time schedules and demands from their postgraduate studies. The findings of this study have policy implications for issues of equality of educational opportunities and participation in higher education in Greece and elsewhere.     

Investigating Second Language Acquisition in Preschools: A longitudinal study of four Vietnamese‐speaking children's acquisition of English in a bilingual preschool

This article discusses a recent longitudinal study of four, Vietnamese‐speaking 4‐year‐olds' acquisition of English as a second language in a bilingual preschool over 1 year. The research examines the learners' English language output in interaction between the teacher and peers and identifies the key factors which influenced their development of English. A major feature of the learners' data was their dominant use of single words rather than reliance on chunked language. These single words provided the basis for later development of more complex utterances. Commonalities and substantial differences were documented between the learners in terms of the amount of English that was produced, the learners' approaches to interaction and their development of English.     

Solving arithmetic problems in first and second language: Does the language context matter?

Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and more particularly arithmetic problem solving. We investigated this question in a German–French bilingual educational setting in Luxembourg. Participants with increasing bilingual proficiency levels were invited to solve additions in both their first and second instruction languages: German and French. Arithmetic problems were presented in two different conditions: preceded by a semantic judgment or without additional language context. In the French session we observed that additions were systematically performed faster in the condition with an additional language context. In contrast no effect of the context was observed in the German session. In conclusion, providing a language context enhanced arithmetic performances in bilinguals' second instruction language. This finding entails implications for designing optimal mathematic learning environments in multilingual educational settings.     

Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development

In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers' professional development. We analyzed narratives written by three teachers of English as a second/foreign language set in three different instructional contexts. Our analysis suggests an interwoven connection between emotion and cognition, which drove these teachers to search for mediational tools to help them externalize their experiences. The activity of engaging in narrative inquiry created a mediational space where teachers were able to draw upon various resources, such as private journals, peers and ‘expert’ or theoretical knowledge, that allow them to reconceptualize and reinternalize new understandings of themselves as teachers and their teaching activities. The intersection of experiential and ‘expert’ knowledge provided a discourse through which these teachers named experiences and constructed a basis upon which they grounded their transformed understandings of themselves as teachers and their teaching. Depending on where these teachers were in their professional development when they wrote their narratives, we uncovered evidence of idealized conceptions of teaching with commitment to action as well as the transformation of teachers' material activities. Implications for the role teachers' narrative inquiry may play in teacher education programs are provided.     

Is second language teaching enslavement or empowerment? Insights from an Hegelian perspective

Whether second language (L2) teaching contributes to the enslavement or empowerment of learners has become a branch in Teaching English to Speakers of Other Languages research. More and more discussions are emerging, and they tend to base on more and more diverse theoretical frameworks. This article aims to shed light on this issue by exploring it from a Hegelian framework of language. Among Hegel’s theories of language, two notions, namely, mutual recognition and universalisation of culture are selected for discussions. The conclusion is that based on Hegel’s theories of language L2 teaching has a stronger tendency of contributing to the empowerment of learners.     

The value of non‐participation in higher education

The paper seeks to link the structural and the institutional to learning outcomes in order to articulate a research agenda capable of evaluating the impact of consumerism on learning and teaching in higher education. Consumerist mechanisms are situated in the context of quasi‐market and new managerial regulatory frameworks and concepts developed by Pierre Bourdieu are drawn on to establish a theoretical model of the uneven impact of consumerism across different types of universities. Empirical studies, conducted in a variety of national settings, are outlined to confirm the plausibility of the model. The possible interactions between first, changes in academic identity, teaching and the curriculum; and secondly, on student identities and their impact on teaching and assessment and their consequent learning outcomes, are outlined. Some important questions about the consequences for the labour market are also raised. The paper hypothesizes that attempts to restructure pedagogical cultures and identities to comply with consumerist frameworks may unintentionally deter innovation, promote passive and instrumental attitudes to learning, threaten academic standards and further entrench academic privilege. The paper concludes by outlining key areas that require investigation in order to address some of the problems posed by consumerism in a mass higher education system.     

Opinions upon the students’ principal part in participation in the English language teaching

The participation of students in English teaching is the key to improve the quality of education.How to enhance the participation of students and how to train students’ ability,so as to enhance the effectiveness of teaching,all of those have now become the teacher’ s teaching and research focus.