Language Use In Classroom Research Articles

Inclusion of home languages during early childhood instructional conversations

Including home languages in classrooms can increase multilingual students’ participation, improve literacy, and promote inclusion. It is a prevalent topic at academic conferences; however, home language use in classrooms is less common. This study was a microanalysis of home language use during Instructional Conversations at a linguistically diverse English-medium preschool. Data sources included 27 h of classroom videos of Instructional Conversations and interviews with educators who used children's home languages. Home language use during Instructional Conversations was rare in these data; however, when employed, it was followed by increased participation by the multilingual children, facilitating language and concept development. These findings indicate a need for explicit educator preparation on home language use in classrooms. Educators in this study who used children's home languages adopted alternative discourse patterns than those traditionally found in schools. They reported being motivated by the increased participation of multilingual children and positive responses from families.

Translanguaging Practices in Kotebe University of Education Classrooms and their Implications for Pedagogy

Ethiopia uses English as a medium of instruction for every subject, except for national language subjects, at tertiary level education. This policy is also applied at Kotebe University of Education (henceforth KUE). The education of bilingual and multilingual speakers is facing several challenges due to the medium of instruction. One of the problems is the prevalence of a monolingual instructional approach whereby instructions are carried out exclusively in English, and the place given to L1 use in any circumstances is less. This project attempts to explore the practice of translanguaging (multilinguals’ tendency to switch between languages) among students and teachers in KUE classes. By employing a questionnaire and semi-structured interviews, data about the nature, types, and functions of local language use in classrooms were gathered. Combinations of quantitative and qualitative methods were implemented to analyze the data. The results indicated that local languages were used in classrooms for various purposes by students and teachers. Most of the students had positive attitudes towards the use of local languages. Teachers also confirmed that they used code-switching, code-mixing, and translation, in classrooms to meet their students’ communication needs.

Teachers’ Language Use in EFL Classroom Interaction: A Qualitative Study Analysis in Indonesia Settings

This research aims to analyze the classroom language used by a teacher of English department during the learning process. Mastery of a foreign language requires persistent practice and patience among students and teachers. Therefore, languages used in the classroom have a potential to help students produced good communication in the target language. This qualitative study was conducted with 1 male teacher and 22 second grade English major students who were learning writing. Data collection was carried out by observation and interviews both the teacher and 5 sample students and it was analysed with descriptive qualitative techniques. The results showed that the classroom language generally used by the EFL teacher were categorized into several types: instructions, questions, feedback and correction, clasroom management, building rapport, explanations, transitions, and encouragement. While for students, they used language revolved around their interactions within the classroom, both with their peers and teachers. It included phrases and questions that helped them manage their learning experiences, clarify instructions, and participate actively in classroom activities. The results of the analysis are supported by the observation checklists regarding how situations require certain types of language goals. The use of classroom language has different objectives according to the current situation within the scope of learning. The study offers practical recommendations for EFL teachers on how to effectively use different types of language to enhance learning outcomes, such as the strategic use of questions, feedback, and encouragement.

Exploring First Language Use in Non-Formal Foreign Language Education: A Mixed- Method Approach

In Foreign Language Teaching, investigating the multiple variables that intervene in first language use is essential to uncover learning processes and design optimal teaching practices. Past studies have mainly focused on identifying teachers’ reasons for their first language use, while research on learners’ views is scarce. This mixed-method case study aims to provide a comprehensive description of first language use in a foreign language classroom through the examination of its pedagogical functions and the corresponding views held by the teacher and his students. This article adds to the scholarly body of knowledge about the role of first language use in Foreign Language Teaching with the yielding of constructive insights from non-formal education–a non-previously researched context. Specifically, this study was conducted in “Mar Menor” Center of Adult Education (Southern Spain). The main research questions address the quantification of the pedagogical functions of first language use generated by the instructor in certain classes and the comparison of his views with those of his students, concerning L1 use in general teaching and his sessions. Data comprised classroom observations, teacher’s stimulated recalls, students’ diaries and questionnaires addressed to both sets of participants. The results revealed the multifunctional nature of the teacher’s first language use and a fairly degree of alignment between his views and those of his students. This study underscores the importance of fostering learners’ agency. Furthermore, its findings can potentially inform Foreign Language Teaching by deepening the understanding of the myriad of factors and perspectives involved in first language use.

Curriculum and Material Development Using Content and Language Integrated Learning (CLIL) for Teaching Science in Junior High School

The use of Content and Language Integrated Learning (CLIL) has been effective to support learning. However, there are still few teachers that implement CLIL in their classroom. The curriculum and material development were made to support science teacher in implementing CLIL in which the integration of both content and language are highlighted. These were designed to enhance bilingual education program in Sekolah Alam Insan Mulia through CLIL. Specifically, these curriculum and material development were for 7th grade students. Using a curriculum and material development approach with 4Cs Framework for analysis, this study involves the design process of incorporating content with CLIL method intended to promote the learning process with high-quality material and learning methods. The process entailed analysing of the context and the curriculum materials, characterizing students’ opportunities to learn effectively, and assessing students’ learning outcomes. The finding of this study is the product of curriculum and material development using CLIL of a unit entitled interaction with ecosystem. The discussion related the implementation of assessment in CLIL and classroom language use is also presented in this article Keywords: CLIL, Curriculum and Material Development, Teaching Science

The Role of Scientific Language Use and Achievement Level in Student Sensemaking

Many science students struggle with using scientific language and making sense of scientific phenomena. Thus, there is an increased interest in science education research and public policy with regard to understanding and promoting scientific language use and sensemaking in science classrooms. However, there is a lack of comparative studies on how upper-secondary school students of different achievement and language levels use scientific language to make sense of phenomena. The aim of this study was to explore the relationship between achievement level, scientific language use, and sensemaking in chemistry for students being set a sensemaking task while constructing concept maps on the topic of chemical equilibrium. The concept maps were collected from five different upper-secondary schools in Sweden from two school systems (Swedish and International Baccalaureate). Using content analysis, these concept maps were examined for scientific language use as well as structuring of sensemaking. A majority of the students had difficulty structuring sensemaking in their concept maps, independently of achievement level. These difficulties included unstructured reasoning, symbolic representations being used as explanations, surface-level learning, and linear reasoning connected to rote learning. There appeared to be a connection between learning context and student individual structuring of sensemaking as expressed in the concept maps. The results also showed a clear relationship between scientific language use and achievement level in the student sample. The results indicate that the structuring of sensemaking and scientific language use are not always connected processes. In conclusion, teachers may need to adopt a teaching practice that includes directed and differentiated support for scientific sensemaking.

E-CLASSROOM LANGUAGE: A CONVERSATION ANALYSIS OF SYNCHRONOUS INSTRUCTIONS DURING THE COVID-19 OUTBREAK

A growing body of research has documented classroom language use in traditional classrooms. However, how teachers use language in virtual classrooms remains largely under-researched. This study was carried out to fill this gap. The purpose was to examine teachers' use of classroom language in synchronous virtual classrooms and how it facilitated learning opportunities for EFL learners. Under the qualitative research framework, video recordings of online instructional activities were analyzed using a conversation analysis approach. The results show that the majority of expressions used in online synchronous instructions were quite similar to those used in traditional classrooms except for the expressions like "let me share my screen," "turn on the camera," and "I will mute everyone." The results also show that teachers' e-classroom language use provided learning opportunities for students employing recast, scaffolding, and extended wait time for students' turns. Information on teachers' classroom language use in online learning environments presented in this paper is based on limited data, and further studies involving more significant participants are recommended.

Nyelvi erőforrások osztálytermi helyzetekben

This time we have focused on classroom speech situations in a language other than a foreign language (or a broader environmental language), although the literature provides a plethora of research on this topic. In this paper, we have focused on the relationship between the state language/official language and the mother tongue, with special attention to the accessed linguistic resources. We have tried to organise our data along the following two questions: (1) What kind of relations can be observed in second language classrooms with respect to the first language? (2) In cases where the first language appears, what role does it play, what purposes does it serve, and what message does it possibly carry? In this analysis, we summarise our experience in the education systems of three countries, based on data collected in Hungarian-medium schools in Slovenia, Slovakia and Romania. Classroom observation and structured interviews formed the basis of our work. The paper is divided into four parts: a theoretical introduction is followed by a description of the research and an interpretation of the data and conclusions. From the classroom speaking situations presented, it can be seen that different language teaching paradigms result in specific classroom language use and scenarios. While in the Slovenian cases we have seen classroom situations of complementary and parallel use of L1 and L2, the Slovak and Romanian examples are more representative of the practice of L2 and the effort to keep communication in the target language. In the cases where mother tongue use did occur, it was mainly in a meaning-compensating role. The study highlights that differentiated curricula (in our case, the non-native curriculum being introduced in Romania), which is essentially a minority-centred adaptation of foreign language teaching strategies, also carries the classroom values of 'social justice', since it also sees the 'other' language as a value. At the same time, the classroom situations analysed also point to the educational challenges of awareness language behaviour, namely the phenomena of language attrition and monolingual inertia or comfort.

Languages in the primary classroom: teachers’ views and practices

Abstract This article draws on data from a British Council-funded project which aimed both to compare global early English language learning (EELL) pedagogic practices in 2020 with those in 2010 and to investigate current EELL teaching and learning in primary schools. The project had an explicit focus on classroom language practice, that is, the languages teachers (and learners) use to deliver and learn English content, a key pedagogic concern in the literature. This article first compares survey data on classroom language use in 2010 and 2020 before presenting a more in-depth consideration of the 2020 data from fourteen case studies to give an overview of current classroom language practices.

Teachers' Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners.

Dual language learners (DLLs) are sensitive to teachers' language influence in early childhood classrooms. In this mixed methods study incorporating 53 teachers from 28 preschools in Northern California, we investigated the characteristics of teachers' language use in preschools teaching Chinese-English and Spanish-English DLLs. We further examined the links of teachers' language use to the DLLs' expressive vocabulary in English and their heritage language (HL), controlling for home language exposure and other confounding variables. Finally, we conducted interviews with teachers to understand how they make meaning of their daily language practices. The sample of children consisted of 190 Chinese-English (N = 125) and Spanish-English (N = 65) DLLs (mean age = 48.3 months; 48% females). The teacher survey showed that most teachers spoke two or more languages and used a mix of English and their HL during their interactions with DLLs. The results of random-intercept models showed that teachers' language use did not uniquely predict children's vocabulary, controlling for family-level factors. However, the teachers with more years of teaching DLLs oversaw children with a higher HL vocabulary. The interview data revealed that teachers employ several strategies to communicate with DLLs and support HL maintenance. Our study reveals the multilingual backgrounds of preschool teachers and the rich language strategies they implement in multilingual classrooms. Future directions concerning the quality and development of teachers' language use are discussed.

Examining the qualitative aspects of language use in English teaching for young learners

Teachers’ use of the target language is a crucial aspect of instructed language learning, especially so in the case of English teaching in primary school, which aims to foster motivation, confidence and oral engagement in English, but also support the overall development of each child. Although contemporary research rejects exclusive target-language use, monolingual approaches are still regarded good practice in many educational settings, as they are thought to promote learning. Yet, language learning is a cognitive, but also a social and emotional endeavor, and language use in the classroom therefore needs to be considered beyond the cognitive and linguistic dimensions of language input. The professional discourse, however, lacks a comprehensive and nuanced way of describing the various classroom functions, consequences and motives that may underpin the use of the target language and the first language. The Teaching through Interactions framework (Hamre et al., 2013) was developed to capture teacher effectiveness and quality in primary education in general. This article argues that examining language use through the socioemotional, organizational and instructional domains of instruction that are outlined in this model, facilitates our understanding of the various considerations at play in the language classroom and highlights the close link between quality and language use in the primary classroom. The framework may be useful for teachers, teacher educators and student teachers to identify, systematize and share their deliberations in relation to language choice, and advance the professional discourse at all levels of education.

EFL Learners’ Involvement in the Process of Learning: A Plea for an Active Classroom through Communicative Activities

English has become an international language among nations and serves as a “lingua franca”. For that reason, English is nowadays spoken, studied and even understood in countries where it is not the first language. There is an increased interest regarding the importance of that language around the world. Therefore, many want to learn and study it.
 However, one of the needs in the learning and teaching of a foreign language aims at developing the four basic, skills that is listening, speaking, reading and writing. But speaking has a crucial importance like all the other skills. These competencies are not well developed because of factors such as the number of pupils in a class, lack of learning resources, and lack of opportunities which lead pupils to not communicate, the exaggerated use of grammar and classroom language centered by the teacher, which does not motivate pupils in the learning process. I also emphasize the teacher’s attitude and the choice of techniques, strategies and methods that can help learner to master the language.
 Therefore, this work gives the importance of communicative activity as a way to help pupils acquire communicative competence in the learning of English as a Foreign Language by pupils in our secondary schools in general and particularly those of Bandundu town secondary schools.

IRF SEQUENCES AND SPACE FOR PARTICIPATION IN EMI CLASSROOM INTERACTION: A CASE STUDY AT HANOI NATIONAL UNIVERSITY OF EDUCATION

Initiation-response-feedback, or IRF, is a pattern of information exchange between the teacher and the learner. The teacher initiates first, then the learner responds, and then the teacher gives feedback. IRF is widely known as one of the most common patterns of classroom interaction. The study seeks to examine teachers’ questions and their use of classroom discourse in IRF sequences and how teachers offer space for participation in English as Medium of Instruction (EMI) classroom interaction at Hanoi National University of Education (HNUE). Collected data include classroom observations, audio and video recordings of EMI lessons, and field notes for conversation and corpus analyses. The study findings suggest that the teachers’ use of classroom language and their interaction practices could facilitate the learners’ participation in EMI classroom interaction. Therefore he study discusses pedagogical implications for EMI teaching practices and EMI teacher education.

Supervisi Bahasa Kelas (Classroom Language) Bagi Guru-Guru SMK JAKARTA PUSAT 1

The presence of English has become part of the classroom language in schools. This is carried out as a form of contribution and enrichment of teacher professionalism in dealing with educational developments according to the demands of the times. However, there is still a lack of optimization of English competence in implementing classroom language mastery in the process of teaching and learning activities in schools. To maximize the basic competence of classroom language, SMK Jakarta Pusat 1 has implemented classroom language through gradual English language training. This is expected to improve the quality of human resources, schools, and be able to reflect on students to apply their English skills globally. Class language in general can be said as English expressions used in communicating in class between teachers and students. The teachers of SMK Central Jakarta 1 have been given language training in previous classes. After that, a supervision program for the use of classroom language was given between teachers and students. This supervision activity aims to improve the ability of teachers of SMK Central Jakarta 1 in mastering relevant and effective classroom language and stimulate students' competence to be able to speak English. The results of the questionnaire proved that all teachers responded positively and achieved good marks for non-English teachers. This means that the implementation of bilingualism in SMK Central Jakarta 1 can be effectively realized optimally.

Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation

Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation

Psychological Challenges in Maximizing Target Language Use in ESL Classrooms in Sammanthurai

Psychological Challenges in Maximizing Target Language Use in ESL Classrooms in Sammanthurai

Effects of Prior English Exposure on Hong Kong Tertiary Science Students’ Experiences in EMI Learning

One of the driving forces for a wider adoption of English as a Medium of Instruction (EMI) in higher education is that students may demonstrate improvements in English language proficiency through an increased English exposure from content learning. However, to what extent previous English exposure has an impact on students’ learning experiences remains unanswered. This paper contributes to filling this gap by analysing quantitative data of 73 undergraduate science students from Hong Kong, classified by their prior English language exposure. Students completed a survey exploring their perceptions of their (1) exposure to EMI prior to university admission and the actual language use in classrooms; (2) English abilities in different learning activities; (3) English language challenges; and (4) learning strategies. Results showed that students’ perceptions of EMI learning varied with their levels of English exposure prior to university admission. Despite encountering more difficulties in using English among first-year students with lower-level English exposure, all students perceived the importance of English skills in science education and adopted different learning strategies to overcome the EMI study challenges.

The Purpose of the Use Classroom Language

Currently, there are still many who cannot use English. The results of previous studies also stated that the cause of students not being able to speak English was because students thought learning English was complicated. English in everyday life is still rare, so students have difficulty understanding English. This study aimed to analyze the classroom language used by the English teacher and to analyze the purpose of using the classroom language during the learning process. This study uses a case study using descriptive qualitative research. The object of this research is 1 English teacher. Data were collected by observation and interviews. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of this study indicate that first, the English teacher uses language based on the situations encountered during class. Second, the teacher chooses the class language based on the teacher's goals from the students during the learning process. This study categorizes three purposes of classroom language use: motivating, instructing, and guiding. Each plan has a different frequency in one meeting. The analysis results are supported by the teacher's statements obtained through interviews regarding how the situation requires certain types of language objectives. The use of classroom language has different purposes according to the current situation in the learning range.

A defiance of language policy: seamless boundaries between languages in Botswana classrooms

Botswana is a multilingual and multicultural country with 25 to 30 languages. In contrast to this everyday lived multilingualism, the country�s language-in-education policy (LIEP) attempts to create a homogenous population in which only two languages are used�Setswana and English. This study investigates language use in classrooms in two schools in Botswana. It explores how the LIEP is enacted in classrooms, which language(s) are used and how. The paper argues that despite a LIEP which tends to prescribe how languages are to be used within education, there is evidence that Botswanan languages are used in much more fluid ways and that the boundaries constructed through the LIEP do not necessarily play out in the day-to-day worlds of teaching and learning in schools. The paper explores the different ways in which the current LIEP meets and diverges from everyday language practices and ends with some suggestions for future policy and practices.

EFL Teacher�s Classroom Language in Speaking Skill Enhancement: EFL Students� Voices

This study was about students� perception toward the use of english teacher�s classroom language in speaking skill enhancement. The objective of this research was to find out the high school students� perceptions toward the use of English teacher�s classroom language in speaking skill enhancement. This study used descriptive case study. The participants of this research were 36 students of class X MIPA 7 of SMA Negeri 11 Semarang. The instrument used in this study was an open ended questionnaire and closed-ended questionnaire. The results showed that students had positive perceptions about the use of English teacher's classroom language needed as the facilitator in the classroom in speaking skills enhancement. The student's opinion also said that when in the classroom, the teacher did not only use English as the classroom language, but mixed it with Indonesian so that students who were not fluent could follow the lesson well.