New Approaches to Multilingualism, Language Learning, and Teaching

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

Introduction

Brain changes associated with language development and learning: A primer on methodology and applications

Corpora and concordancing have become much more widely available as researchers recognise that they can significantly enrich the language learning environment. There is still, however, a strong resistance towards corpus use by teachers and learners (Römer, 2006:122). An understanding of the implications and relevance of corpus use for pedagogy may help teachers and learners overcome this resistance, and hence accelerate the process of “percolation” (McEnery & Wilson, 1997:5) or the “trickle down” (Leech, 1997:2) of corpus research to language teaching and learning. The pedagogical context in which learners' consultation of corpora (corpus consultation literacy) can be developed is fundamental in understanding this new literacy and developing it so that it leads to successful language teaching and learning. This paper seeks to investigate the role which corpus consultation literacy plays in enhancing the language learning process and, consequently, aims to establish whether this new literacy can contribute to a process-oriented approach to language learning. Firstly, a theoretical overview of a process-oriented approach to language learning will be outlined, before investigating if corpus consultation can potentially enhance such an approach. This will be supported by evidence from a number of published empirical studies, covering aspects such as learning within a constructivist framework, and the development of cognitive and metacognitive skills through the use of cognitive and developmental tools. Learners' comments from related studies, namely Chambers and O'Sullivan (2004), O'Sullivan (2006), and O'Sullivan and Chambers (2006), which pertain to the learning process and the influence of corpus consultation literacy on this same process, will also be considered. The hypothesis presented here is that corpus consultation literacy can enhance a process-oriented approach to language teaching and learning. It is envisaged that this research will contribute towards the establishment of a sound theoretical and pedagogical foundation for the integration of corpus consultation literacy into language teaching and learning.

Chapter 1: Introduction and Overview: The Inescapable Confluence of Technology, Psychology and Second Language Learners and Users (Mark R. Freiermuth).- Chapter 2: The Acquisition of Pragmatically Appropriate Requests by Second Language Learners of Spanish Using an Input-Based Virtual Environment (Karina Collentine).- Chapter 3: Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model (Saad Alzahrani and Leah Roberts).- Chapter 4: The Cognitive and Psychological Effects of YouTube Video Captions and Subtitles on Higher Level German Language Learners (Peter Yang).- Chapter 5: Computer-Assisted Language Testing and Learner Behavior (Brett Milliner and Blair Barr).- Chapter 6: Blogging in an Autonomous, Constructivist and Blended Learning Environment: A Case Study of Turkish EFL Teachers in Training (Isil Gunseli Kacar).- Chapter 7: EFL Student Engagement in an English-for-Specific-Purposes Tourism Class: Flipping the Class with Facebook (Tran Thi Thanh Quyen and Nguyen Van Loi).- Chapter 8: Learner Autonomy and Responsibility: Self-Learning Through a Flipped Online EFL Course (Hsin-chou Huang).- Chapter 9: A Spanish Speaker and a Friend: Identity Transformation in Foreign Language Chat (Adam Mendelson).- Chapter 10: Catalan Teenagers' Identity, Literacy and Language Practices on YouTube (Boris Vazquez-Calvo, Nikolaj Elf and Adriana Gewerc).- Chapter 11: The Phenomenology of Experiencing Oneself Online: Critical Dimensions of Identity and Language use in Virtual Spaces (Liudmila Klimanova).- Chapter 12: Leveraging Multilingual Identities in Computer Science Education (Sharin Jacob, Leiny Garcia and Mark Warschauer).- Chapter 13: The Implications of Using Online Social Networks on EFL Learner Self-Concept (Nourollah Zarrinabadi and Ensieh Khodarahmi).- Chapter 14: EFL Blogging in the Greek Secondary School Classroom: The Positive and Negative Effects on Student Attitude (Gina Paschalidou).- Chapter 15: Chinese Language Learners' Intrapersonal and Interpersonal Perceptions of a Pinyin Text to Speech System (Goh Ying Soon, Saiful Nizam Warris and Rasaya Al Marimuthu).- Chapter 16: Gliding Across the Digital Divide with High Anxiety: Electronic Resource Selection Towards Self-Directed Writing Practice in a South African EAP Context (Jako Olivier).- Chapter 17: Artificial Intelligence Technology for EAP Speaking Skills: Student Perceptions of Opportunities and Challenges (Bin Zou, Sara Liviero, Mengyuan Hao and Chaoyang Wei).- Chapter 18: A Need to Communicate: An Intercultural Story of Motivation Generated in Disrupted Text-Based Electronic Chat (Do Thi Ha and Mark R. Freiermuth).- Chapter 19: A Motivational Story in Hong Kong: Generating Goals for Language Learners and Blended Learning Designers from a Mixed-Method Learning Analytics Approach in English for Academic Purposes (Julia Chen and Dennis Foung).- Chapter 20: The Impact of Digital Storytelling on the Motivation and Engagement of Young Foreign Language Learners (Lizzie Abderrahim and David Navarro Gonzalez).- Chapter 21: The Impact of Online Lower-Level Courses on World Language Learners' Self-Perceptions, Mindset and Willingness to Communicate (Rebecca L. Chism and Carine Graff).- Chapter 22: Criteria for Motivational Technology Enhanced Language Learning Activities (Pinelopi Krystalli, Panagiotis Panagiotidis and Panagiotis Arvanitis).- Chapter 23: Future Considerations Concerning Technology and the Psychology of Second Language Learners and Users (Nourollah Zarrinabadi and Mark R. Freiermuth).

Ever since the technology found its way into language education during the 1980s and 1990s, discussions surrounding language teaching and learning with technology have manifested into an interdisciplinary field, bringing together the diverse groups of scholars to consider how best to support language learning with technology. In conjunction with the ongoing advancement of technology, the field has now expanded its avenue and established multiple sub-disciplines and special interest groups, such as Intelligent CALL, virtual-reality (VR) and language learning, digital game-based language learning, virtual world and language learning, computer-mediated communication (CMC), distance and blended learning, massive open online courses (MOOCs), and mobile-assisted language learning (MALL), with even more unique and innovative subfields such as robot-assisted language learning and speech bots emerging. To respond to the increasing interest, it has become apparent that creating open platforms for scholars and practitioners to share their research outputs and pedagogical reflections is critical in contributing to the long-term growth of the field.

The role of AI chatbots is undergoing a transformation, where it was firstly used for English native language learning; later, it shifted to the use for learning English as a second language (ESL) and English as a foreign language learning. Lastly, it is used to learn foreign languages. Hence, due to the changes in AI chatbots’ role, there is a need for a study to analyse the development of AI chatbots over the years between 2006 and 2024 and their influence on language education. Therefore, bibliometric analysis and systematic analysis study aim to determine the state-of-art topics related to using AI chatbots in language teaching and learning and how different AI chatbots influence the teachers’ and students’ perspectives on language teaching and learning and students’ learning outcomes. The research is concluded as follows: (1) extend the studies toward students/teachers from various regions, language proficiency levels, and communities with different cultural backgrounds, (2) longitudinal research could be employed to see if there is any novelty effect or other changes in the learning outcomes, affective gains and factors influence the use of the AI chatbots over an extended period, (3) focus on developing strategies, language learning model and process, teaching approaches or methods, assistance from teachers and peers and guidelines for integrating AI chatbots, especially with LLMs AI chatbots into curriculum effectively, (4) effects of learning with self-developed AI chatbots or LLMs AI chatbots that are integrated with more intelligence, realistic agents capable of performing several expression, gestures and movements or more additional games, quizzes, and more multimedia elements in enhancing language learning, (5) factors influence teachers and students in acceptance the use of AI chatbots.

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students’ responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students’ responses and students’ attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition.

Social factors are one of the important factors that affect second language learning. It has been shown that age can affect language proficiency and learning strategies. The factors that affect second language learning include educational factors, social factors, learner personality factors, and motivation and interest. The study aims to examine the effects of age, gender, and social class on Second Language Learning and provide insights into how these factors can influence language learning outcomes and strategies. This article mainly studies the impact of social factors on second language learning. Among social factors, age, gender, and social class are important factors. This article will summarize empirical research in recent years to verify the impact of social factors on foreign language learners’ learning. Understanding the impact of age, gender, and social class on second language learning can help educators and learners develop more effective language learning strategies and create inclusive learning environments.

Presentation: https://www.pechakucha.com/presentations/sotel-2023-neil-cowie-and-keiko-sakui-machine-translation
 Machine translation (MT) of languages has been around nearly 30 years but the importance of its role in language learning has grown exponentially in recent years. This paper summarizes recent research on teacher and learner attitudes to MT, and suggests ways that MT can be used in language classrooms.
 Studies in the 2010s (Pym, 2013) suggest that teachers were against the use of MT because of its poor quality. However, the level of MT dramatically improved from 2016 when Google Translate adopted a neural-network system. As a result, teachers’ attitudes shifted to more acceptance of MT. Even so, teacher views about MT tend to fall into two camps: those who feel it is a form of cheating (Carré et al., 2022) and those who see it as an appropriate teaching tool. The former take the general approach of “detect, react and prevent”, whilst the latter wish to “integrate and educate” (Jolley & Maimone, 2022).
 Research has shown that students use MT in different ways according to their level. More advanced students tend to check words and phrases rather than translating a whole report. They understand the limits of MT but at the same time they believe it can help learn a language (Godwin-Jones, 2022; Jolley & Maimone, 2022). Research suggests that training in the use of MT can increase chances for such students to reflect on their language learning (Pellet & Myers, 2022) and that they can become aware of and correct MT errors (Zhang & Torres-Hostench, 2022). On the other hand, lower level students use MT differently as they may lack confidence in their language abilities (Organ, 2019). There are studies that claim lower level students can be linguistically overwhelmed in trying to notice and compare their own translations with MT; therefore, they do not correct the output of MT and submit it as their own work (Lee, 2022: Niño, 2020).
 In general, the accuracy of MT has improved so quickly that many teachers who previously dismissed MT as poor can no longer ascertain whether their students have actually used it or not (Jolley & Maimone, 2022). This creates doubt in how to assess student work fairly. Furthermore, as teachers vary in their attitudes towards the use of MT for learning, students can be very confused as to whether they are allowed to use MT in different teachers’ classes; and, if they are allowed, in what ways can they do so appropriately. In order to overcome this uncertainty and confusion, it is suggested that, after Reinders (2022), institutions, students and teachers become partners in exploring MT to find the best way to use it for learning. This will vary according to each educational context, particularly concerning student level, but it is vital to create commonly accepted guidelines, approaches and practices so that MT can be best used for language learning and not just as a tool to complete tasks with little or no educational meaning. 
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 Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning.
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<p>Abstract</p><p>Some mistake are finding in teaching and learning language at the schools until today. This condition happened because there is some mistake in teaching and learning language at the schools. Because of that, the process of teaching and learning literature at schools must be change by using the effective models of teaching and learning language which can improve student literacy. One of the models for teaching and learning literacy is Whole Language Model. The problems of this research are (1) what is real condition of learning and teaching language process in the schools? (2) how to development whole language models which can improve student’s literacy? (3) are there influence in using whole language model toward student’s literacy improvement? .Method of this research is research and development. The subject of this research is student in Primary School Laboratory UPI Cibiru Campus. Measurement utilizes test and observation. The statistic analysis technique is using to analysis the date. Result of this research concludes that (1) teacher needs the good model of learning and teaching language to improving student’s literacy in the school; (2) whole language model can implementating by three step that is introduction step, process step, and closing step; (3) implementation of whole language model of teaching and learning language can improving student’s literacy in the primary school.</p><p>Key Word: Whole Language, Elementary Student, Literacy</p>

In this study, we designed a game‐based English as a foreign language (EFL) learning activity for junior high school students for the application of newly learned knowledge to the real world. The learning activity was combined with physical exercises such as walking. Smartwatches were used to help students create learning content during the learning activity and monitor their physical activity. We aimed to explore how learning activity supported by smartwatches can facilitate cognitive processes such as Remembering (i.e., remembering new knowledge), Understanding (i.e., understanding new knowledge) and Applying (i.e., applying acquired knowledge in new situations). We also explored student learning experiences during the smartwatch‐supported language learning process. Our results showed that the posttest student's cognitive processes level was significantly higher than that of the pretest. From the interviews, we found that the students’ learning experience can be categorised into EFL learning, physical exercise, smartwatch usage, learning satisfaction and problems. The results revealed that the learning activity supported by smartwatches was useful for language learning and physical exercise, and the students were satisfied with their learning experiences. The students used smartwatch functions such as texting, recording, sharing and monitoring their language practice in the real world. Based on our results, we suggest designing real‐world language learning activities supported by smartwatches as they may facilitate cognitive processes from a basic to a higher level because they enable students to learn new knowledge and apply it in everyday life. Practitioner notesWhat is already known about this topic? Acquiring new knowledge in class and then applying it to the real world is important. Smartwatches have the potential to facilitate cognitive processes associated with language learning. Exploring learning experiences is important in technology‐assisted language learning. What this paper adds? An understanding of how smartwatch‐supported language learning facilitates cognitive processes. A presentation of student learning experiences in a smartwatch‐supported language learning environment. Our study design and results might serve as a starting point in the research area of smartwatch‐supported learning. Implications for practice or policy The design of learning tasks requires applying newly learned knowledge to the real world and combining it with physical exercise. To make learning experiences more successful, we need to design relevant and meaningful tasks. The use of our proposed eight‐step approach will make learning experiences fruitful.

Adjudicating the Utilization of Metacognitive, Affective and Social Language Learning Strategies by Preservice Learners of Teacher Education Institutions in Western Visayas, Philippines