Language Learning In Schools Research Articles

“I Really Want to Save Our Language”: Facing the Challenge of Revitalising and Maintaining Southern Sami Language through Schooling

This article is based on a study of Southern Sami language learning in Norway. There are around 600-1000 Southern Sami living widely dispersed over a large territorial area in Norway. As an indigenous people, they have a right to instruction in their own language. The Southern Sami language however is in danger of extinction. The purpose of this article is to explore how Southern Sami language learning is organised and implemented in school and, whether this training contributes to revitalising and maintaining the language. Data is collected in the contexts of the main Southern Sami language learning schools through qualitative interviews with pupils, teachers, headmasters, and parents. A sociocultural theoretical framework is used to analyse the data. The findings show that Southern Sami language learning in school offers very limited access to a Southern Sami language community due to the small number of pupils and teachers, lack of learning materials and most importantly the overall lack of language arenas for Southern Sami language. Another finding was that enthusiasm and motivation for learning and saving the language was very extensive.

Finno-Ugric Languages in Russian Education: the changing legal-institutional framework and falling access to native language learning

After the collapse of the USSR, not only the former union republics, but also autonomous republics and regions inside post-Soviet Russia adopted extensions of native-language teaching in school as one of the central goals of their national revival and language revival policy. To achieve this goal, regional authorities adopted legislation and created an institutional framework for language education. Depending on the resultant configuration of the legal-institutional framework of language education, the dynamics in implementing the goal of language teaching extension in regions varied. How have different regional configurations of the legal-institutional framework affected language teaching? This study explores the position of Finno-Ugric languages in Russian regional education systems using a legal-institutional approach. The effect of the policy is studied by employing calculation of the dynamics in the relative share of native language learners in school. The empirical study demonstrates that the frameworks of teaching the native languages in Finno-Ugric republics and autonomous districts are comparable, but that access to native language learning was provided to differing degrees.

CHAPTER 6 The Overall Trajectory in Language Learning in School

Language LearningVolume 62, Issue s1 p. 187-224 CHAPTER 6The Overall Trajectory in Language Learning in School First published: 22 February 2012 https://doi.org/10.1111/j.1467-9922.2011.00683.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume62, Issues1March 2012Pages 187-224 RelatedInformation

Evaluating the Validity of a High‐Stakes ESL Test: Why Teachers' Perceptions Matter

The English Language Proficiency Assessment (ELPA) is used in the state of Michigan in the United States to fulfill government‐mandated No Child Left Behind (NCLB) requirements. The test is used to promote and monitor achievement in English language learning in schools that receive federal NCLB funding. The goal of the project discussed here was to evaluate the perceived effectiveness of the ELPA and to see if those perceptions could meaningfully contribute to a broad concept of the test's validity. This was done by asking teachers and test administrators their views on the ELPA directly after its administration. Two hundred and sixty‐seven administrators took a survey with closed and open‐ended questions that aimed to tap into the consequential dimensions of test validity. An exploratory factor analysis identified five factors relating to the participants' perceptions of the ELPA. Analysis of variance results revealed that educators at schools with lower concentrations of English language learners reported significantly more problems in administering the ELPA. Three themes (the test's appropriateness, impacts, and administration) emerged from an analysis of qualitative data. This article discusses these results not only as a means of better understanding the ELPA, but also to contribute to larger‐scale discussions about consequential validity and standardized tests of English language proficiency. It recommends that broadly defined validity data be used to improve large‐scale assessment programs such as those mandated by NCLB.

English and German in Swedish Classrooms: Writing in the two Languages Compared

Swedish learners of English are bombarded daily with authentic communication. Many of them spend hours a day with computer games where they both receive and produce English in an interactive process. The situation for the other major European languages is not quite so favourable. German, for instance, is seldom heard or seen in computer or other media contexts nor is it so generally recognised as important to speak German. This can be assumed to have an effect on both teachers’ and learners’ concepts of the goals for language learning in schools, as well as on the development of language proficiency in the classroom. We have therefore chosen to study an aspect of language proficiency, writing, and compare the results of learners in school and in the first term of university studies in English and German. We focus on the vocabulary in written free production, in order to analyse some of the differences and similarities between Swedish pupils’ proficiency in the two languages. Teachers’ attitudes to and methods of teaching the two languages may well differ and this is also a question we raise in the study.

Learning additional languages in New Zealand’s schools: The potential and challenge of the new curriculum area

Abstract New Zealand's new school curriculum, which will become mandatory from 2010, will require schools to offer a second-language programme as a curriculum for students in Years 7-10. This article considers the implementation of this new proposal in comparison with parallel developments in England, which include, from 2010, an entitlement to foreign-language courses for all students in Years 3-6, in addition to the well-established study of foreign languages in Years 7-11. A variety of published documents are used to build up a composite picture of the ways in which the two countries are addressing the issue of strengthening language learning in schools. It is argued that the contrasting evidence that emerges reveals the relative weakness of the New Zealand initiative. The article concludes by suggesting ways in which the New Zealand proposal could be made more effective. Introduction One significant development in New Zealand's recently launched school curriculum is the establishment of a new learning area--Learning Languages. This new area will give the teaching and learning of second languages a higher profile and a greater status than it has thus far enjoyed in schools. This article considers the proposed implementation of the new curriculum area in comparison with parallel developments in England. The situation in England has been chosen for comparative purposes because both New Zealand and England are currently working towards improving the effectiveness of second-language learning in schools through new initiatives that will take full effect from 2010. The paper draws on and compares data from a variety of published documents from both countries. The contrasting evidence that emerges raises concerns about the potential impact of Learning Languages in New Zealand. The discussion is restricted to those languages identified in New Zealand as international languages other than English or Maori, or LOTEMs (Waite, 1992), and in England as modern foreign languages, or MFLs. (1) The context of comparison It might be suggested that a comparison between New Zealand and England in terms of foreign-language learning is meaningless. On the one hand, New Zealand's geographical isolation (its closest large-scale neighbour is the largely English-speaking Australia) and its established trade links with other English-speaking nations place it into direct contrast with England, a member of the European Union, a nation on the doorstep of multilingual Europe, and a participant in the Council of Europe. It would seem on these bases that foreign-language learning is (or at least should be) considerably more of a priority for England than for New Zealand. Participation in the Council of Europe undoubtedly brings with it a specific commitment to language teaching and learning, which is absent from New Zealand (Council of Europe, 2001; van Els, 2001). In addition, New Zealand can be clearly differentiated from England by virtue of its recognition of Maori as an official language, a differentiation that should arguably influence attitudes to language learning in New Zealand in a way that is absent from the English scene. New Zealand has moved well beyond its former colonial status (with implied close ties to Mother England), has situated itself firmly within the Asia-Pacific region, and has conferred equal status in law on the language of the tangata whenua. On these bases it should arguably be carving an independent niche for itself in terms of language teaching and learning, rather than maintaining the teaching of foreign languages on the basis of an historical link to a now distant past. However, the reality (for New Zealand) is that the introduction of a new learning area comes on the back of international critique of the original curriculum, which led to the conclusion that, relative to other countries, New Zealand has very low levels of language learning, and the implication that New Zealand really ought to do something about this (Ministry of Education, 2002). …

Languages in our primary schools — putting the National Languages Strategy into practice

ABSTRACT This article focuses on some of the key issues that need to be addressed by 2010 if MLPS in England is going to work. The aims of MLPS need defining as educational, not instrumental; the KS1/2 experience has to be enjoyable and rewarding: an apprenticeship in learning how to learn a language, providing the tools for later learning and raising children's awareness of linguistic and cultural diversity. The ideal teacher for MLPS is the trained primary-class teacher with linguistic competence added. MLPS requires both confidence to use the language in class and good ELL methodology. Alongiside the new PGCE courses we need a substantial, high-quality retraining programme to equip existing primary teachers with the skills to set up language programmes in their own schools. Schools will need help from their LA to set up a four-year MLPS programme with advisory teacher backup and ongoing support in the classroom. They will need funding and time to liaise closely with their local secondary schools to plan joint schemes of work and observe each other's lessons. Space in the primary curriculum will have to be created to realise the implications of the KS2 Framework for Languages. Embedding the FL in daily routines and finding opportunities for cross-curricular work will help. The teaching of language awareness and intercultural understanding should bring an international dimension to every primary school. The implications of MLPS for secondary schools need to be identified and CPD provided, including regular INSET days for primary/secondary liaison. The KS2 Framework, The Language Learning Ladder and the European Languages Portfolio provide valuable support for teacher assessment and monitoring of pupils' progress. Now is the time to re-evaluate the school language learning apprenticeship, adopting Hawkins' suggestions for a two-stage approach: Stage 1 equipping primary children (5–11) with the tools for language learning — followed by an intensive immersion in one FL at KS3; Stage 2 (14–19) providing students with a choice of language pathways to specific goals and qualifications.

RESEARCH INTO THE ASSESSMENT OF SCHOOL-AGE LANGUAGE LEARNERS

This chapter describes recent research into the assessment of school-age language learners in both second language and foreign language situations. The review is organized under five areas of research endeavor: the standards movement and its impact on second language learners in schools; large-scale content-based assessment and ways to counteract its negative impact on second language learners; investigations of academic language proficiency; explorations of classroom assessment; and young learner assessment. These areas of research are interrelated but sufficiently distinct to be addressed under separate headings. References to current research from various countries around the world are included, and suggested directions for further research are given.

Collins and xrefer form partnership to aid language learning in schools and at home

Collins and xrefer form partnership to aid language learning in schools and at home

Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research

Increased attention to large-scale assessments, the growing number of English language learners in schools, and recent inclusionary policies have collectively made assessment accommodations a hotly debated issue, especially regarding the validity of test results for English language learners. Decisions about which accommodations to use, for whom, and under what conditions, are based on limited empirical evidence for their effectiveness and validity. Given the potential consequences of test results, it is important that policy-makers and educators understand the empirical base underlying their use. This article reviews test accommodation strategies for English learners, derived from “scientifically based research.” The results caution against a one-size-fits-all approach. The more promising approaches include modified English and customized dictionaries, which can be used for all students, not just English language learners

The web as a vehicle for constructivist approaches in language teaching

The central question in this paper is whether Web technology has the potential to add value to face-to-face language teaching in the form of activities that cannot be realized fully in a traditional classroom. While arguments will be presented for and against e-learning, our conclusion is that the latest human-machine interfaces offer an environment for interactive learning that can foster the acquisition of communicative skills. The paper argues that one of the great strengths of the Web is the potential to engage students in creative information gap activities and real experiential learning in the form of meaningful, process-oriented projects in authentic settings. Evidence will be drawn from three sources:[bull ] The current literature on new learning approaches.[bull ] The latest best-practice applications, such as Webquests, Voice Chat, MOOs and innovative co-operative ventures.[bull ] The findings of two large research studies by the author on students’ perceptions of Web-based language learning in school and tertiary settings.The paper emphasises the importance of creating connectivity rather than content.

Issues in the Development of School and Interpersonal Discourse for Children Who Have Hearing Loss.

English instruction for children with haring loss has traditionally focused on teaching about language conventions, with much less attention to learning language, or to learning through language-especially its discourse features. The author argues that language intervention, through the collaborative efforts of speech-language pathologists and teachers, should promote communication interactions that emphasize English discourse that facilitates interpersonal and school language learning. Particular focus in this article is on issues of teacher talk, talk around print, self-talk in problem-solving, and the uses of narrative and descriptive discourse in interpersonal and school contexts.

EFL as education

Certain recent influences upon the teaching of EFL in our schools derive from the learning/acquisition of English outside the school EFL setting. This article is concerned with the resulting mismatch, and in particular with a failure to observe the requirements of education. The establishment of a threshold level for modern language learning in schools is taken as a case in point. A school syllabus based upon such a specification may need to be supplemented. Two possible complementary lines of approach, both drawn from the work of others, are put forward; but it is concluded that much further thought is needed if EFL in schools is to be a truly “educational” experience.

Training managers in China: British University accepts challenge

Manchester Business School's Language Learning Centre has beaten competition from all over Europe in gaining a second contract to supply training to some of China's future top managers.

Leerlingkenmerken En Moderne-Vreemde-Talen-Onderwijs In Onderzoek En Opleiding

One of the objectives of teacher-training is that the student should be able to assess the results of educational research in terms of its relevance to classroom practice. In addition, he or she should be able to participate in research and material- or curriculum-development. In this paper we want to emphasize these two objectives, using as an example our research project An Explorative Investigation of Learner Characteristics Relevant to Material Development (for French). Our presentation includes A. Research questions: - Is it possible to get more insight into learner-characteristics which may be relevant to modern language teaching? - Does this insight result in criteria for developing communicative teaching materials (for French) which cater more for individual differences (cognitive as well as affective) between learners? Research methods: Some pupils of a first year mixed-ability group, selected by the Group Embedded Figures Test for Field- (in)dependency, carried out a set of language tasks. They were invited to "think aloud" while performing these tasks. The protocols obtained were analysed and a tentative identification, in terms of learner characteristics, was made of the typical behaviour of f.d. and f.i. pupils. Conclusions: Field(in)dependency seems to be a relevant learner characteristic for foreign language learning in schools. Some recommendations are made, particularly in the domain of orientation-activities. B. A discussion of the students' participation in this project. C. A description of the way in which this (and other) research project(s) have been integrated into our teacher-training courses.

Learning how to Learn: Steps towards Self-Direction in Foreign Language Learning in Schools

Learning how to Learn: Steps towards Self-Direction in Foreign Language Learning in Schools

Het Autonoom Leren Van Vreemde Talen Door Volwassenen in Nederland

Autonomous Learning of Foreign Languages by Adults in the Netherlands: A UNESCO Research Project In the field of foreign language learning there is a growing interest in the group of adult learners. As foreign language learning in school often does not provide students with all the knowledge and skill they need, many countries are looking for facilities for adults to brush up or to improve their skill in the languages they have learned at school and/or to learn other languages. The fact that most adults are often unable to attend language courses conducted by teachers, may force them to seek materials for self-instruction. The UNESCO is trying to obtain information on whether in Europe materials for autonomous foreign language learning are available and, if so, what criteria they meet. The UNESCO Secretariat has asked the French National Commission to prepare a critical study, with the help of a research group of the Ecole Normale Superieure de Saint Cloud (Audio-Visuel Centre), of the forms of autodidaxy and semi-autonomy in the field of foreign language learning in Europe. This research pro-ject involves English, French, Spanish and Russian and was carried out in Great Britain, France, Spain, URSS, Sweden and the Netherlands. Dis-tance teaching by means of mass media as well as the issue of the efficiency of autonomous learning are not investigated. The sophisticated analysis grid developed for the sake of the evaluation of the materials and the systems, is perhaps the most im-portant aspect of this project. The information received with the aid of this analysis grid, shows that in the Netherlands the materials are rather inadequate.