Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. However, cognition is closely linked to affect, therefore seeking ways to develop whole-brain learning should accelerate and enrich our learning (Gross, 1992).
I hypothesize that the implementation of teaching methods based on the confrontation to unknown languages (pluralistic approaches as defined by Candelier et al., 2003) can have an impact on both individual and relational factors. Indeed, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently: language anxiety (Gardner and MacIntyre, 1993) can be reduced and students can be invited to review their attitudes (Lasagabaster, 2006). Because of the new class organisation related to the pluralistic approach we envisage, the teacher is led to review his beliefs (Puchta, 1999) and can thus become the facilitator of self-directed learning (Heron, 1989), encouraging the emotional dynamics of the groups.
This presentation will first address the above-mentioned concepts before approaching the mixed methodology used. Finally, specific examples will be examined so as to underline how pluralistic approaches can develop students’ self-esteem and contribute to whole-brain learning.
This document outlines the objectives of an experimentation group for multilingualism. The general objectives are to deal with non-linguistic subjects using a foreign language, explore different activity and learning strategies, and provide examples of collaborative activities. Specifically, the objectives include an initial negotiation of materials, identifying different cognitive levels in texts, dealing with learner diversity, using project-based and collaborative learning, and conducting self-assessment and sharing final projects. Assessment tools mentioned include rubrics, questionnaires, and checklists.
CLIL (Content and Language Integrated Learning) refers to teaching subjects through a foreign language with the dual aims of learning content and language simultaneously. It is not simply translating first language teaching, nor is it just disguised grammar lessons. There is no single CLIL model as the context must be considered. The main aims of CLIL are to acquire knowledge and language skills through the target language, understand both cultures, and develop cognitive and social abilities. Key aspects of CLIL include group work, projects, student mobility, and formative assessment. It emphasizes a lexical rather than grammatical approach where language is based on the context of the subject and students are not afraid of making mistakes.
"It Makes Me smarter:" Exploratory World Language Instruction in Catholic El...ericdouglashoward
This is a presentation of a case study conducted by Dr. Brigid Burke and Eric Howard of Bowling Green State University.
Abstract:
Little research is being conducted to understand early WL learning. Students in Catholic elementary schools were provided with WL instruction every week. CLT methods were employed and lessons addressed state and national standards. The research questions were: How does exploratory instruction 1) affect children’s attitudes toward learning WL and about cultures? 2) affect children’s WL acquisition? Similar to what Navarro-Villarroel (2011) and Yao (2002) found, this program allowed for a more positive and expressive outlook on learning languages and cultures. Children found learning to be challenging, but enjoyed it because “it made them smarter.” Children believed they would be able to communicate with people from other cultures. Students preferred when the teacher used manipulatives, games, and technology. All students learned some words and expressions. Experienced learners gained confidence in their abilities while certain novice students needed more scaffolding.
This presentation introduces the topic of third language acquisition (TLA). It will cover what TLA is, why it merits a course, and details about the course. The course is divided into three modules covering first, second, and third language acquisition. It utilizes discussions, workshops, and assignments. The goal is for students to understand current TLA theories and factors, implications for education, and basic research skills like designing linguistic tasks and analyzing data. Evaluation is based on assignments, tests, workshops, and a final project.
Aine Furlong - The role of CLIL and plurilingualism in teaching languageseaquals
This document discusses the role of Content and Language Integrated Learning (CLIL) and plurilingualism in teaching languages. It addresses several topics:
- The challenges of identity, interdisciplinarity, and diversity in the 21st century that CLIL and plurilingualism can help address.
- The rationale for CLIL and plurilingualism in Europe, including that communication is now international and Europe needs to invest in its diversity.
- Key principles of CLIL including that the methodology is at the core and that CLIL models can vary depending on the learning context.
- The importance of developing learners' plurilingual competence and allowing them to use language in a variety of contexts, including
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
The document discusses key variables that influence the teaching and learning of a target language, including context variables, presage variables, process variables, and the nature of language instruction. It analyzes different types of language instruction, including direct vs. naturalistic techniques, crosslingual vs. intralingual techniques, and analytic vs. integral methods. The document also discusses content-based instruction/teaching and its emphasis on using the target language for classroom instruction through integrating language skills and academic content.
This document outlines the objectives of an experimentation group for multilingualism. The general objectives are to deal with non-linguistic subjects using a foreign language, explore different activity and learning strategies, and provide examples of collaborative activities. Specifically, the objectives include an initial negotiation of materials, identifying different cognitive levels in texts, dealing with learner diversity, using project-based and collaborative learning, and conducting self-assessment and sharing final projects. Assessment tools mentioned include rubrics, questionnaires, and checklists.
CLIL (Content and Language Integrated Learning) refers to teaching subjects through a foreign language with the dual aims of learning content and language simultaneously. It is not simply translating first language teaching, nor is it just disguised grammar lessons. There is no single CLIL model as the context must be considered. The main aims of CLIL are to acquire knowledge and language skills through the target language, understand both cultures, and develop cognitive and social abilities. Key aspects of CLIL include group work, projects, student mobility, and formative assessment. It emphasizes a lexical rather than grammatical approach where language is based on the context of the subject and students are not afraid of making mistakes.
"It Makes Me smarter:" Exploratory World Language Instruction in Catholic El...ericdouglashoward
This is a presentation of a case study conducted by Dr. Brigid Burke and Eric Howard of Bowling Green State University.
Abstract:
Little research is being conducted to understand early WL learning. Students in Catholic elementary schools were provided with WL instruction every week. CLT methods were employed and lessons addressed state and national standards. The research questions were: How does exploratory instruction 1) affect children’s attitudes toward learning WL and about cultures? 2) affect children’s WL acquisition? Similar to what Navarro-Villarroel (2011) and Yao (2002) found, this program allowed for a more positive and expressive outlook on learning languages and cultures. Children found learning to be challenging, but enjoyed it because “it made them smarter.” Children believed they would be able to communicate with people from other cultures. Students preferred when the teacher used manipulatives, games, and technology. All students learned some words and expressions. Experienced learners gained confidence in their abilities while certain novice students needed more scaffolding.
This presentation introduces the topic of third language acquisition (TLA). It will cover what TLA is, why it merits a course, and details about the course. The course is divided into three modules covering first, second, and third language acquisition. It utilizes discussions, workshops, and assignments. The goal is for students to understand current TLA theories and factors, implications for education, and basic research skills like designing linguistic tasks and analyzing data. Evaluation is based on assignments, tests, workshops, and a final project.
Aine Furlong - The role of CLIL and plurilingualism in teaching languageseaquals
This document discusses the role of Content and Language Integrated Learning (CLIL) and plurilingualism in teaching languages. It addresses several topics:
- The challenges of identity, interdisciplinarity, and diversity in the 21st century that CLIL and plurilingualism can help address.
- The rationale for CLIL and plurilingualism in Europe, including that communication is now international and Europe needs to invest in its diversity.
- Key principles of CLIL including that the methodology is at the core and that CLIL models can vary depending on the learning context.
- The importance of developing learners' plurilingual competence and allowing them to use language in a variety of contexts, including
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
The document discusses key variables that influence the teaching and learning of a target language, including context variables, presage variables, process variables, and the nature of language instruction. It analyzes different types of language instruction, including direct vs. naturalistic techniques, crosslingual vs. intralingual techniques, and analytic vs. integral methods. The document also discusses content-based instruction/teaching and its emphasis on using the target language for classroom instruction through integrating language skills and academic content.
Mutiple intelligence presentation by asmaRaja Khaqan
The document discusses Howard Gardner's theory of multiple intelligences. It begins by explaining that traditional views of intelligence are limited but Gardner proposes that there are eight different types of intelligence that account for a broader range of human potential. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The study aims to understand how the theory of multiple intelligences can help foreign language teachers address the different linguistic and cognitive backgrounds of students in the classroom. It also discusses implications and applications of MI for improving foreign language teaching and learning.
This document summarizes research on an online repository of Open Educational Resources (OER) for teaching Swedish as a second/foreign language called Lektion.se. The summary analyzes data from 40 OER posted on the site over 3 months by 17 teachers. It finds the OER mostly covered speech, writing, and grammar activities. OER were typically a text with images/exercises or a video/presentation. Descriptions introduced the resource, target group, and intended learning outcomes. The repository facilitates sharing and reuse of OER for teaching Swedish as a second language. However, some teachers reported rarely using it in recent years.
This document contains Rocío Yuste Mieres' portfolio for a Master's degree program in English for Bilingual Education. The portfolio covers several key areas:
1) It provides an introduction and overview of CLIL (Content and Language Integrated Learning) theory, including the 4Cs framework, teacher roles, assessment approaches, and benefits.
2) It describes various classroom activities modeled during the program, such as discussing news topics, creative writing prompts, and role plays, focused on integrating language and content learning.
3) It concludes with a reflection on how the program has helped improve her understanding and application of the CLIL approach in bilingual education.
Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.
Hatice Asvaroglu: Intercultural communicative competence: are language teache...eaquals
The document summarizes a study on the intercultural communicative competence of English as a foreign language teachers. It finds that most teachers had only a basic level of intercultural competence according to the European Profiling Grid benchmarks. While teachers understood the role of culture in language teaching, none identified developing intercultural competence as a goal of English instruction. Most activities focused on cultural awareness rather than analyzing stereotypes or cultural differences. The study concludes teacher training should better prepare instructors to develop learners' intercultural communicative abilities.
This document describes an app called Dyseggxia that was created to help children with dyslexia in Spanish. It provides an engaging and interactive tool using a new scientifically validated methodology. Exercises target specific difficulties of dyslexia and have been tested on children ages 6 to 11 who showed significant improvements in writing after using the app. The app has been downloaded over 17,000 times in over 70 countries and received an award for best education app.
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach using two languages to promote both content mastery and language acquisition. The document discusses types of CLIL, classroom activities, language requirements, genres, resources, teacher responsibilities, and potential problems. It also summarizes the Hungarian approach to CLIL which provides extensive exposure through primary and secondary school with requirements for teacher qualifications and ongoing training.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
Revisiting linguistic preparation: Some new directions arising from researchi...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
Individual differences in second language learningUTPL UTPL
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
This document summarizes several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, and provides details on their key principles and techniques. TPR uses physical movement and delays speech to reduce stress. The Silent Way emphasizes problem solving and uses visual aids, with the teacher remaining silent. Community Language Learning views students as "clients" and emphasizes building trust and support. Suggestopedia aims to accelerate learning by creating a relaxed environment that reduces psychological barriers through music and role-playing.
This document summarizes several language teaching methods:
Total Physical Response focuses on linking speech and action through commands. The Silent Way emphasizes problem solving and uses color-coded charts, with the teacher staying silent. Community Language Learning views students as "clients" and the teacher as a "counselor" in a supportive environment. Suggestopedia aims to remove psychological barriers and increase relaxation through music to accelerate learning potential.
CLIL - Content and Language Integrated Learningangelammoyano
This document discusses Content and Language Integrated Learning (CLIL), which uses a foreign language as the medium of instruction for teaching non-language subjects. It provides definitions and origins of CLIL. It also summarizes research that supports CLIL, including how it provides comprehensible input, opportunities for negotiation of meaning, and development of academic language skills. The document then discusses CLIL methodology and experiences implementing CLIL programs in Spain, including benefits, challenges for teachers, and positive results on student language skills and academic achievement.
This document discusses language teaching and learning in the 21st century. It addresses the need for a national language strategy to improve language skills. 21st century skills like digital literacy, inventive thinking, and effective communication are emphasized. Factors driving changes in language teaching include broadening goals to include cultural understanding, shifting focus to learners, and opportunities created by technology. The document also discusses different theories of teaching, including science/research, theory/philosophy, and art/craft conceptions. It advocates for a post-method era with learner-focused strategies and content-based instruction.
Researchers as mediators: languaging and culturing when researching multiling...RMBorders
Andrews, J. and Fay, R. (University of Manchester), Researchers as mediators: languaging and culturing when researching multilingually. Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
I just published Symposium 2024 — ISAPL — Documents For Discussions. It is high time to get into the discussions on Foreign Language teaching, first language teaching, translation, and inclusivity, plus many other subjects. That will have to deal with Artificial Intelligence, Virtual Reality, and all top-level communication technology, and we know about it but we are afraid of speaking of it all. The world of already today, in spite of Ukraine or because of it, is going to become more global than ever when the USA, the West, Europe, and NATO (hardly 25% of the world's population) finally come down from their political bombers and let the world breathe and just manage their own buisiness. Tomorrow's world will have to be inclusive or it will end in an apocalypse and to be inclusive means that in the world ONE inhabitant must have ONE vote, which means 8 odd billion votes to collect every single time and countries can only vote for the number of people they count. So the USA is trying to ban abortion to increase their numbers. Brilliant perspective.
This document provides an overview of several language teaching methods:
- Total Physical Response focuses on listening comprehension before speaking through physical actions in response to commands.
- The Silent Way emphasizes problem solving and self-correction, using color-coded materials without direct teacher instruction.
- Community Language Learning creates a supportive environment where students use their native language and get translations from the teacher.
- Suggestopedia aims to reduce psychological barriers and increase suggestibility through relaxation, music, and assuming new roles in the target language.
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, Whole Language, Multiple Intelligences, Neurolinguistic Programming, and The Lexical Approach. For each method, the document describes the key principles, objectives, and typical classroom techniques. It also includes more in-depth explanations of TPR, The Silent Way, Community Language Learning, and Suggestopedia.
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning (CLL), Suggestopedia, and others. It describes the key principles and techniques of each method. For TPR, it explains that the method is based on coordinating speech and action, and techniques include using commands and physical responses. For The Silent Way, techniques include using color-coded charts and rods, with the teacher staying mostly silent. CLL views students as "clients" and the teacher as a "counselor", emphasizing trust and permitting use of the native language. Suggestopedia aims to accelerate learning through relaxation, music, role-playing, and
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Mutiple intelligence presentation by asmaRaja Khaqan
The document discusses Howard Gardner's theory of multiple intelligences. It begins by explaining that traditional views of intelligence are limited but Gardner proposes that there are eight different types of intelligence that account for a broader range of human potential. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The study aims to understand how the theory of multiple intelligences can help foreign language teachers address the different linguistic and cognitive backgrounds of students in the classroom. It also discusses implications and applications of MI for improving foreign language teaching and learning.
This document summarizes research on an online repository of Open Educational Resources (OER) for teaching Swedish as a second/foreign language called Lektion.se. The summary analyzes data from 40 OER posted on the site over 3 months by 17 teachers. It finds the OER mostly covered speech, writing, and grammar activities. OER were typically a text with images/exercises or a video/presentation. Descriptions introduced the resource, target group, and intended learning outcomes. The repository facilitates sharing and reuse of OER for teaching Swedish as a second language. However, some teachers reported rarely using it in recent years.
This document contains Rocío Yuste Mieres' portfolio for a Master's degree program in English for Bilingual Education. The portfolio covers several key areas:
1) It provides an introduction and overview of CLIL (Content and Language Integrated Learning) theory, including the 4Cs framework, teacher roles, assessment approaches, and benefits.
2) It describes various classroom activities modeled during the program, such as discussing news topics, creative writing prompts, and role plays, focused on integrating language and content learning.
3) It concludes with a reflection on how the program has helped improve her understanding and application of the CLIL approach in bilingual education.
Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.
Hatice Asvaroglu: Intercultural communicative competence: are language teache...eaquals
The document summarizes a study on the intercultural communicative competence of English as a foreign language teachers. It finds that most teachers had only a basic level of intercultural competence according to the European Profiling Grid benchmarks. While teachers understood the role of culture in language teaching, none identified developing intercultural competence as a goal of English instruction. Most activities focused on cultural awareness rather than analyzing stereotypes or cultural differences. The study concludes teacher training should better prepare instructors to develop learners' intercultural communicative abilities.
This document describes an app called Dyseggxia that was created to help children with dyslexia in Spanish. It provides an engaging and interactive tool using a new scientifically validated methodology. Exercises target specific difficulties of dyslexia and have been tested on children ages 6 to 11 who showed significant improvements in writing after using the app. The app has been downloaded over 17,000 times in over 70 countries and received an award for best education app.
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach using two languages to promote both content mastery and language acquisition. The document discusses types of CLIL, classroom activities, language requirements, genres, resources, teacher responsibilities, and potential problems. It also summarizes the Hungarian approach to CLIL which provides extensive exposure through primary and secondary school with requirements for teacher qualifications and ongoing training.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
Revisiting linguistic preparation: Some new directions arising from researchi...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
Individual differences in second language learningUTPL UTPL
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
This document summarizes several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, and provides details on their key principles and techniques. TPR uses physical movement and delays speech to reduce stress. The Silent Way emphasizes problem solving and uses visual aids, with the teacher remaining silent. Community Language Learning views students as "clients" and emphasizes building trust and support. Suggestopedia aims to accelerate learning by creating a relaxed environment that reduces psychological barriers through music and role-playing.
This document summarizes several language teaching methods:
Total Physical Response focuses on linking speech and action through commands. The Silent Way emphasizes problem solving and uses color-coded charts, with the teacher staying silent. Community Language Learning views students as "clients" and the teacher as a "counselor" in a supportive environment. Suggestopedia aims to remove psychological barriers and increase relaxation through music to accelerate learning potential.
CLIL - Content and Language Integrated Learningangelammoyano
This document discusses Content and Language Integrated Learning (CLIL), which uses a foreign language as the medium of instruction for teaching non-language subjects. It provides definitions and origins of CLIL. It also summarizes research that supports CLIL, including how it provides comprehensible input, opportunities for negotiation of meaning, and development of academic language skills. The document then discusses CLIL methodology and experiences implementing CLIL programs in Spain, including benefits, challenges for teachers, and positive results on student language skills and academic achievement.
This document discusses language teaching and learning in the 21st century. It addresses the need for a national language strategy to improve language skills. 21st century skills like digital literacy, inventive thinking, and effective communication are emphasized. Factors driving changes in language teaching include broadening goals to include cultural understanding, shifting focus to learners, and opportunities created by technology. The document also discusses different theories of teaching, including science/research, theory/philosophy, and art/craft conceptions. It advocates for a post-method era with learner-focused strategies and content-based instruction.
Researchers as mediators: languaging and culturing when researching multiling...RMBorders
Andrews, J. and Fay, R. (University of Manchester), Researchers as mediators: languaging and culturing when researching multilingually. Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
I just published Symposium 2024 — ISAPL — Documents For Discussions. It is high time to get into the discussions on Foreign Language teaching, first language teaching, translation, and inclusivity, plus many other subjects. That will have to deal with Artificial Intelligence, Virtual Reality, and all top-level communication technology, and we know about it but we are afraid of speaking of it all. The world of already today, in spite of Ukraine or because of it, is going to become more global than ever when the USA, the West, Europe, and NATO (hardly 25% of the world's population) finally come down from their political bombers and let the world breathe and just manage their own buisiness. Tomorrow's world will have to be inclusive or it will end in an apocalypse and to be inclusive means that in the world ONE inhabitant must have ONE vote, which means 8 odd billion votes to collect every single time and countries can only vote for the number of people they count. So the USA is trying to ban abortion to increase their numbers. Brilliant perspective.
This document provides an overview of several language teaching methods:
- Total Physical Response focuses on listening comprehension before speaking through physical actions in response to commands.
- The Silent Way emphasizes problem solving and self-correction, using color-coded materials without direct teacher instruction.
- Community Language Learning creates a supportive environment where students use their native language and get translations from the teacher.
- Suggestopedia aims to reduce psychological barriers and increase suggestibility through relaxation, music, and assuming new roles in the target language.
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, Whole Language, Multiple Intelligences, Neurolinguistic Programming, and The Lexical Approach. For each method, the document describes the key principles, objectives, and typical classroom techniques. It also includes more in-depth explanations of TPR, The Silent Way, Community Language Learning, and Suggestopedia.
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning (CLL), Suggestopedia, and others. It describes the key principles and techniques of each method. For TPR, it explains that the method is based on coordinating speech and action, and techniques include using commands and physical responses. For The Silent Way, techniques include using color-coded charts and rods, with the teacher staying mostly silent. CLL views students as "clients" and the teacher as a "counselor", emphasizing trust and permitting use of the native language. Suggestopedia aims to accelerate learning through relaxation, music, role-playing, and
Similar to Can pluralistic approaches develop whole-brain learning? R. DAHM (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Can pluralistic approaches develop whole-brain learning? R. DAHM
1. Can pluralistic approaches develop
whole-brain learning?
Rebecca DAHM
ÉSPÉ – University of Limoges
LACES – EA 4140, Bordeaux-Segalen - Bordeaux IV
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
2. Pluralistic approaches of languages and
cultures
= didactic approaches which use teaching/learning
activities involving several (i.e. more than one) varieties
of languages or cultures (http://carap.ecml.at)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
3. Whole-brain learning
• Research underlines importance of connecting left
hemisphere of brain (verbal, logical and analytical
memory) to right hemisphere (spatial and intuitive
processing) (Respress & Lutfi, 2006).
• AFFECT can interfere in the process of learning :
enhance or sabotage ability of pre-frontal lobe to
maintain working memory (Goleman, 1995).
=> « accelerate and enrich our learning, by engaging
the senses, emotions, imagination » (Gross, 1992 :
139).
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
4. Outline
•
•
•
•
•
•
Research question and hypothesis
Theoretical framework
Research design
Method of analysis
Results
Discussion
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
6. Experimentation
• Led in 2011-2012 : showed that being confronted to
Pluralistic Approaches based upon Unknown
Languages (PAUL) develops students’ cognitive
skills (enhanced strategy use and metalinguistic
competence).
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
7. Research question
• implementation of PAUL sessions can have an
impact on both individual and relational affective
factors (Arnold,1999).
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
8. Impact on individual factors
PAUL sessions : no learning goal.
• language anxiety (Gardner and MacIntyre, 1993) can
be reduced.
• Students review their attitudes (Lasagabaster, 2006)
• Teacher is led to review his beliefs regarding
students’ abilities (Puchta, 1999)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
10. Anxiety
• Specific anxiety related to learning a second
language (Horwitz, Horwitz and Cope, 1986; Rubio,
2004).
• Adolescent learners seek to transmit ‘mature ideas’
but can only resort to ‘immature’ language resources
=> impact self-esteem (Arnold, 2006).
• Anxiety can be reduced through teacher’s attitude
(Dörnyei & Csizér,1998; K. Ellis, 2000)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
11. Effects of self-esteem on learning
• ‘Affective filter’ (Krashen, 1982): influence of negative
emotions.
• Balanced self-esteem: competence and self-worth
(Mruk, 1999).
Responsibility of the individual but also of the social
context. In classroom, self-esteem and confidence can
be encouraged by teacher’s attitude.
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
12. Impact of teacher’s beliefs on learning/teaching
Puchta (1999): negative beliefs of teachers determine
students' expectations.
- If expectations are limited, lower level of motivation =
confirmation of initial beliefs.
- Need to work on current beliefs of teachers
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
14. Mixed methodology
Knowledge
Teacher
Learner
Didactic triangle (Chevallard, 1985)
• Impact on teacher/teaching: action-research
• Impact on learner/learning: quasi-experiment
Both qualitative and quantitative data
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
15. Participants
• Teachers: N=9
• Lower secondary school pupils, two target groups:
• students from year 7 (12-13 year-old)
• students from year 9 (14-15 year-old)
• Observed students: N = 88 students from year 7 (22
groups)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
16. Procedure
• Three unknown languages: Dutch, Italian, Finnish
• Two types of activities:
Ø metasemantic activities
Ø metasyntactic activities
• Same model: give systematicity to a regular exercise
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
17. Corpus
• Qualitative data (Nvivo):
– Excerpts from 4 different teacher questionnaires
– Excerpts from the transcripts of the action-research workshops
– Excerpts from
– Excerpts from post-experimentation pupil questionnaires
• Quantitative data (ModaLisa): analysis of pupil
questionnaire
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
19. Variables and indicators
• Teachers’ beliefs about students: vision of students’ knowledge, skills and
attitudes (questionnaire 3 + transcripts of workshops 1 and 2 + forum messages)
•
Students’ beliefs:
– Beliefs about unknown languages (analysis of transcript of metasemantic and
metasyntactic activities)
– Beliefs regarding own abilities QII-5 and QII-6 : “Have you improved your ability
to find new information in a text?” “Have you improved your ability to identify
grammar elements?”
•
Self-esteem: student questionnaire Q III-10: “Do you feel more intelligent?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
22. Impact on teacher’s way of considering
students (1/3)
Preconceptions regarding students’ knowledge:
– P2 believes students will not have the same knowledge on unknown
languages as teachers had (excerpt 1).
Excerpt 1
– P9 believes that because of lack of multilingual repertoire comprising
Spanish, students will not be able to access meaning (excerpt 1).
Excerpt 2
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
23. Impact on teacher’s way of considering
students (2/3)
• Preconceptions regarding students’ skills:
– P1 considers it necessary to attract attention of students on
instruction
– P2 believes students will not comply with instruction
Excerpt 3
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
24. Impact on teacher’s way of considering
students (3/3)
• Preconceptions regarding students’ attitudes:
– P4 believes students will not feel like trying to retrieve their
metalinguistic knowledge. They might reject it as an additional
learning task (excerpt 4).
Excerpt 4
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
25. Evolution of teacher’s way of considering
students (1/2)
• Only when working on third language (Finnish), does P4 seem
to believe in the students’ abilities to access meaning in an
unknown language (excerpt 5 from Forum):
Excerpt 5
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
26. Evolution of teacher’s way of considering
students (2/2)
• Teacher final questionnaire shows amazement regarding pupils’
general abilities:
– P1: « fascinantes, surtout celles des élèves en difficulté »
– P2 : « surprenantes et enrichissantes »
• Some view certain students differently:
– P3 states the impact on their self-confidence: « cette expérimentation a permis
à certains élèves d’avoir plus confiance en eux car ils faisaient des remarques
judicieuses (qui les surprenaient eux-mêmes), ils ont découvert que faire
travailler son cerveau pouvait être intéressant ».
– P1 underlines the impact on her vision of pupils with learning difficulties : « à
quel point des élèves en difficulté pouvaient retrouver le sourire et le goût quand
ils se sentaient en réussite ».
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
28. Students’ beliefs (1/2)
– Beliefs regarding own abilities QII-5 : “Have you improved your
ability to find information in an unknown text?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
29. Students’ beliefs (2/2)
– Beliefs regarding own abilities (QII-6) : “Have you improved
your ability to identify grammar elements?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
30. Anxiety and self-esteem
• Development of metalinguistic competence (shown in previous
research), thus leading to an increase of self-esteem
• Student questionnaire Q III-10: “Do you feel more intelligent?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
31. Attitudes towards languages
• Transfer of skills to other languages and situations:
– « Quand je suis partie en vacance j'ai pris un texte dans l'aéroport
et j'ai essayé de le traduire ».
– « Sur les bouteilles d’eau, avec le texte en français et la traduction
dans une autre langue ».
• Curiosity towards other languages: 24 other
languages.
33. Impact on teachers
• Implementing Pluralistic Approaches based upon
Unknown Languages has enabled teachers of
English to consider students' abilities otherwise.
• Benefits are not only cognitive but also related to
affect: students can adopt new role
• Renewal and modification of teacher-student
relationship.
34. Impact on students
• Developed self-esteem
• Changed their attitude regarding the language object.
• Developed interest in learning how to learn
• Increased curiosity: students report having used the
methodology in another context. They also would like
to discover a large number of additional languages.
35. •
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•
•
•
•
•
•
•
•
•
•
•
•
References
Candelier, M. (2003). L’éveil aux langues à l’école primaire. Evlang : bilan d’une innovation
européenne. Bruxelles: De Boeck.
Deyrich, M.-C. (2011). Exploration de la notion d’altérité dans la formation des enseignants
de langues : pour une résonance des points de vue et des démarches. In Chini, D. et
Goutéreaux, P. Intégration de l’altérité dans l’apprentissage des langues: Formes
didactiques et procédures psycholinguistiques. Paris: L’Harmattan.
Díaz-Corralejo Conde, J. (2004). De l’étrangeté à la complicité. Didáctica (Lengua y
literatura), (16), 23–32.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge:
Cambridge University Press.
Gross, R. (1992). Lifelong learning in the learning society of the twenty-first century. In In
Collins, C. & Mangieri, J. (Eds.), Teaching Thinking: An Agenda for the Twenty-First
Century (p. 137-154). Hillsdale, N.J.: Lawrence Erlbaum and Associates.
Guiora, A. Z., & Acton, W. R. (1979). Personality and language behaviour : a restatement.
Language Learning, 29(1), 193-204.
Gutiérrez, X. (2011). Knowledge representations underlying covert metalinguistic activity: a
working hypothesis. Language Awareness, 20(3), 239-254.
Lasagabaster, D. (2006). Les attitudes linguistiques : un état des lieux. Ela. Études de
linguistique appliquée., 2006/4(144), 393-406.
Mruk, C. J. (1999). Self-esteem: Research, theory, and practice. New York: Springer Pub.
Naiman, N. (1978). The Good Language Learner. Toronto: Ontario Institute for Studies in
Education.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language
Acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (2011). Teaching and Researching Language Learning Strategies. Harlow:
Pearson education.
Puchta, H. (1999). Creating a learning culture to which students want to belong : the
application of Neuro-Linguistic Programming to language teaching. In In Arnold, J. (ed.),
Affect in Language Learning. Cambridge: Cambridge University Press.
Underhill, A. (1999). Facilitation in language teaching. In In Arnold, J. (ed.), Affect in
Language Learning. Cambridge: Cambridge University Press.
31
36. Thank you for your attention !
rebecca.dahm@unilim.fr
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
39. Text in Italian
« Sono un topo molto famoso. Io sono piccolo, con grandi orecchie nere.
Indosso pantaloni rossi con grandi bottoni bianchi. I miei migliori amici
sono Paperino e Pippo e la mia bella ragazza di nome Minnie.
Mio padre è molto famoso: il suo nome è Walt Disney!
Chi sono io? »
40. Text in Finnish
Päivi: " Rakastatko musiikkia?
Timo: "Kyllä, minä rakastan. Lataan paljon musiikkia
Internetistä.
Päivi: Soitatko musiikkia?
Timo: "Kyllä, minä soitan. Soitan pianoa. Sisareni Eija
ei soita pianoa, mutta hän soittaa kitaraa.
Entä sisaresi Nina?
Päivi: Sisareni Nina rakastaa rap-musiikkia.
Rakastaako sisaresi Eija myös rap-musiikkia?
Timo: Ei, hän ei rakasta.