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Teachers And Learners Beliefs About The Use Of Code Switching In English Second Language Classrooms
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Book Synopsis First Language Use in Second and Foreign Language Learning by : Miles Turnbull
Download or read book First Language Use in Second and Foreign Language Learning written by Miles Turnbull and published by Multilingual Matters. This book was released on 2009-08-24 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
Book Synopsis Teacher's and Learners' Beliefs about the Use of Code-switching in English Second Language Classrooms by : Rugare Mareva
Download or read book Teacher's and Learners' Beliefs about the Use of Code-switching in English Second Language Classrooms written by Rugare Mareva and published by . This book was released on 2016 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring Language Pedagogy through Second Language Acquisition Research by : Rod Ellis
Download or read book Exploring Language Pedagogy through Second Language Acquisition Research written by Rod Ellis and published by Routledge. This book was released on 2013-07-31 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions. Following the back-to-front approach of the series, the book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks ‘Do these proposals accord with what we know about how languages are acquired?’ Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners’ first language in the classroom, error correction and catering for individual differences. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses.
Book Synopsis THE USE OF CODE SWITCHING BY ENGLISH TEACHERS by : Siska Oktawidya Wati, M.Hum.
Download or read book THE USE OF CODE SWITCHING BY ENGLISH TEACHERS written by Siska Oktawidya Wati, M.Hum. and published by Thalibul Ilmi Publishing & Education. This book was released on 2023-12-04 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bilingualism is a phenomenon where two or more language varieties are used in speech community. In educational setting in Indonesia, students learn English as a foreign language. English which is taught from elementary school until university level becomes an essential course in the educational program. English has been regarded as the compulsory subject. The English teacher can use more than one language since they are bilingual who can alternate between two different languages during teaching learning process. So, english teacher will use code switching while teaching in the classroom. The teacher began the utterance with English then moved into Indonesian. After that, it switch to local language and backed to English again. This code switching phenomenon often occurs in EFL classroom. Sometimes, English teacher switches from one code to another code in teaching the lesson, they think that the students do not know the meaning of some words or phrases spoken by the teacher. By knowing more about code switching, the English teacher can use it as a communication strategy in the process of English Language Teaching (ELT). This book show us about code switching that english teacher which includes form, meaning and causal factors.
Book Synopsis Codeswitching in University English-Medium Classes by : Roger Barnard
Download or read book Codeswitching in University English-Medium Classes written by Roger Barnard and published by Multilingual Matters. This book was released on 2013-12-20 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.
Book Synopsis Code Choice in the Language Classroom by : Glenn S. Levine
Download or read book Code Choice in the Language Classroom written by Glenn S. Levine and published by Multilingual Matters. This book was released on 2011-01-25 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical, and pedagogical treatment of the important roles of the first language, and of code-switching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice.
Book Synopsis Stimulated Recall Methodology in Second Language Research by : Susan M. Gass
Download or read book Stimulated Recall Methodology in Second Language Research written by Susan M. Gass and published by Routledge. This book was released on 2013-05-13 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The methodology of introspection, and especially of stimulated recall, is gaining increasing popularity in second language research. This book provides a "how-to" guide for researchers considering using this technique, contextualized within a history of the procedure and a discussion of its strengths and weaknesses. Topics covered in depth include: * research questions for which this methodology is (and is not) well-suited, * preparing for data collection, * transcribing, coding, and analyzing stimulated recall data, and * avoiding common pitfalls in the use of this methodology. By way of demonstration, the authors walk readers, step by step, through several studies in different areas of second language education which have used this technique, including L2 writing, reading, oral interaction, and interlanguage pragmatics. This book is one of several in LEA's Second Language Acquisition Research Series dealing with specific data collection methods or instruments. Each of these monographs addresses the kinds of research questions for which the method/instrument is best suited, its underlying assumptions, a characterization of the method/instrument and extended description of its use, and problems associated with its use. For more information about these volumes, please visit LEA's Web site at www.erlbaum.com.
Book Synopsis Teachers' Perceptions of the Use of Code-switching in Utah Classrooms by : George Alexander Bazaes
Download or read book Teachers' Perceptions of the Use of Code-switching in Utah Classrooms written by George Alexander Bazaes and published by . This book was released on 2021 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: The linguistic use of code-switching is defined as the process of shifting from one language or dialect (linguistic code) to another, depending on the social context or conversational setting (such as with Spanglish). Code-switching has brought considerable controversy over time, while students and teachers are among those affected by the outcome. The purpose of this study is to ascertain the opinions of educators on the use of code-switching in the classroom, based on the hypothesis that, teachers believe that student learning will improve in a classroom where code-switching is allowed. Furthermore, the study is designed to outline the psychosocial, and academic benefits of code-switching. A 26-question survey was administered where 121 Utah teacher responses were gathered and analyzed. Specifically, the survey inquired about the use of code-switching in a classroom among students or between students and their teachers. Results found a positive correlation between teachers’ belief that code-switching improves learning and their willingness to allow the use of code-switching in their classrooms.
Book Synopsis Handbook of Complementary Methods in Education Research by : Judith L. Green
Download or read book Handbook of Complementary Methods in Education Research written by Judith L. Green and published by Routledge. This book was released on 2012-01-04 with total page 1358 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published for the American Educational Research Association by Routledge. The Handbook of Complementary Methods in Education Research is a successor volume to AERA's earlier and highly acclaimed editions of Complementary Methods for Research in Education. More than any book to date (including its predecessors), this new volume brings together the wide range of research methods used to study education and makes the logic of inquiry for each method clear and accessible. Each method is described in detail, including its history, its research design, the questions that it addresses, ways of using the method, and ways of analyzing and reporting outcomes. Key features of this indispensable book include the following: Foundations Section-Part I is unique among research books. Its three chapters examine common philosophical, epistemological, and ethical issues facing researchers from all traditions, and frames ways of understanding the similarities and differences among traditions. Together they provide a tripartite lens through which to view and compare all research methods. Comprehensive Coverage-Part II (the heart of the book) presents 35 chapters on research design and analysis. Each chapter includes a brief historical overview of the research tradition, examines the questions that it addresses, and presents an example of how the approach can be used. Programs of Research-Part III examines how research programs connected to eight specific lines of inquiry have evolved over time. These chapters examine phenomena such as classroom interaction; language research; issues of race, culture, and difference; policy analysis; program evaluation; student learning; and teacher education. Complementary Methods-As the title suggests, a central mission of this book is to explore the compatibility of different research methods. Which methods can be productively brought together and for what purposes? How and on what scale can they be made compatible and what phenomena are they best suited to explore? Flexibility-The chapters in Parts II and III are largely independent. Therefore, selected portions of the book can be used in courses devoted to specific research methods and perspectives or to particular areas of education. Likewise, established researchers interested in acquiring new techniques or greater expertise in a given methodology will find this an indispensable reference volume. This handbook is appropriate for any of the following audiences: faculty teaching and graduate students studying education research, education researchers and other scholars seeking an accessible overview of state-of-the-art knowledge about specific methods, policy analysts and other professionals needing to better understand research methods, and academic and research libraries serving these audiences.
Book Synopsis The Interactional Architecture of the Language Classroom by : Paul Seedhouse
Download or read book The Interactional Architecture of the Language Classroom written by Paul Seedhouse and published by Wiley-Blackwell. This book was released on 2004-10-01 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the MLA Kenneth W. Mildenberger Prize 2005 This monograph provides a model of the organisation of L2 classroom interaction and a practical methodology for its analysis. The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom; this relationship is the foundation of its context-free architecture. Explains the basic principles of Conversation Analysis and reviews the literature on L2 classroom interaction. Portrays the reflexive relationship between the pedagogical focus of the interaction and the organisation of turn-taking, sequence and repair. Describes the overall organisation of L2 classroom interaction and illustrates the use of the analytical methodology. Considers how Conversation Analysis can contribute to the research agendas of Applied Linguistics and Second Language Acquisition.
Book Synopsis Teachers' and Students' Perceptions and Use of Code-switching in ESL Classes in Quebec Elementary Schools by : Olga Mireya Garcia Cortes
Download or read book Teachers' and Students' Perceptions and Use of Code-switching in ESL Classes in Quebec Elementary Schools written by Olga Mireya Garcia Cortes and published by . This book was released on 2016 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on a sociolinguistic perspective, this study examined the code-switching practices of five elementary core ESL teachers (3rd cycle) in French-medium schools in the Québec City area. The study, which involved case studies, focused on five research questions: (1) the amount of French, the L1, used by the ESL teachers, (2) the reasons why the teachers used the L1 in their classes, (3) the teachers' views concerning the factors that influenced their L1 use, (4) the influence of the teachers' language choice on students' language choice, (5) the students' perceptions of their teachers and their own L1/L2 use. Data were collected over two different periods of observation in the teachers' classrooms during the 2007-2008 academic year. Four main sources of data were obtained: videotaped recordings of the lessons observed, stimulated recalls, an end-of study interview with each teacher, and a student questionnaire. Amongst the findings, the following are of particular note. First, in contrast to past studies, the present study opted for an emic perspective in which teachers themselves were asked to identify the reasons for which they used the target language based on video clips of their lessons. This fine-grained analysis brought to light a more nuanced analysis notably with respect to certain reasons (e.g., saving time, fatigue) which, even if previously evoked in interviews, could elude inclusion in research etic-based analyses of lessons. Amongst other things, the present study brought to light one reason not previously mentioned in other studies, i.e., the use of time-outs which performed a symbolic boundary maintaining function to preserve the "Englishness" of the ESL classroom. Secondly, the present study extends research which has infrequently reported on individual variation amongst teachers with respect to L1 use within their own lessons. In contrast to past studies, where individual variation within teachers' lessons has typically been confined to time (Duff & Polio, 1990; Edstrom, 2006; Nagy, 2009a), the present study contributes to those few studies (De la Campa & Nassaji, 2009; Rolin-Ianziti & Brownlie, 2002) which also pinpoint differences in the reasons for such variation amongst case study participants. Thirdly, as in Carless' (2004) study, one teacher in the present study, Kora, stood out from the others in terms of having a consistently low rate of L1 use (less than 1%), thus thus underscoring his contention that the teacher's experiences, beliefs and competencies may be a more significant factor in terms of target language use than the students' level of language proficiency. The case of Kora lends credence to those teachers and researchers who have argued from a pedagogical perspective (Carless, 2004b; Chambers, 1991; Nagy, 2009a; Turnbull, 2006) for the need to enhance teachers' awareness of the strategies which can be used to increase target language use in the second language classroom. Fourthly, with respect to the impact of the teacher's choice of language on that of the students', the present study extends Liu et al.'s (2004) findings through the analysis of a very different school cultural context involving ESL teaching in the French-medium school system within the province of Quebec. Fifthly, as revealed by the student questionnaire results, despite relatively high levels of English use in their classes, the Cycle 3 elementary grade students did not feel unduly stressed. In contrast to previous studies (Levine, 2003; Macaro & Lee, 2013; Rolin-Ianziti & Varshney, 2009) which have focused on students' perceptions of teachers' L1 and L2 use, the present study also examined the latter's perception of strategy use within their classes. Results reveal that students perceived their teachers as using strategies to a certain degree, particularly in regard to the use of visuals. However, what emerged more strongly was students' perception of themselves as using strategies to communicate in the target language. Finally, from a methodological point of view, this study appears to be the first to have analyzed percentages for the use of English and French using digital editing features. In past studies, researchers have typically resorted to word counts or timing with a stopwatch, procedures which can be more onerous and time-consuming. Implications for code-switching practices in the classroom as well as suggestions for future research are also discussed.
Book Synopsis Second-language Discourse in the Digital World by : Ilona Vandergriff
Download or read book Second-language Discourse in the Digital World written by Ilona Vandergriff and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Second-language Discourse in the Digital World illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they connect with others online. With its rich set of examples from a number of different languages and a variety of digital platforms, in and beyond the classroom, this book provides a structured account of L2 computer-mediated discourse. The book is divided into four sections. Section I considers how new media have changed language learning. Section II is about L2 participation in digital forms and practices in online communities. Sections III centers around L2 linguistic and other semiotic practices, including the use of multimodal and multilingual resources while section IV analyzes social practices to explore how networked L2 users build, maintain and challenge relationships. Written in accessible style, the volume will be an important read to anyone interested in L2 use and learning in Web 2.0. Finalist for the AAAL 2019 book award.
Book Synopsis Non-Native Language Teachers by : Enric Llurda
Download or read book Non-Native Language Teachers written by Enric Llurda and published by Springer Science & Business Media. This book was released on 2006-06-09 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.
Book Synopsis Meeting the Needs of Second Language Learners by : Judith Lessow-Hurley
Download or read book Meeting the Needs of Second Language Learners written by Judith Lessow-Hurley and published by ASCD. This book was released on 2003-03-15 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's public schools are increasingly characterized by cultural and linguistic diversity. Studies show that about 4.4 million students nationwide lack the English skills needed to succeed academically. To help second language learners keep up in the classroom, educators must understand the challenges that bilingual students and schools face. In this concise guide, former bilingual teacher Judith Lessow-Hurley dives right into the language debate swirling in school systems large and small. She examines the popular myths about educating students in a multilinquistic society and introduces the key issues: * The demographics of second language learners * The theory underlying language instruction * Desirable qualifications for bilingual teachers * Effective teaching methods and programs * Language and politics * Language and the law By confronting common beliefs about English-only and immersion programs, basic interpersonal communication skills, the influence of culture on language, and more, Lessow-Hurley reveals how schools can successfully educate students from diverse backgrounds--without unintended prejudice. Her passionate and intelligent response in the language debate views every school as the bridge between cultures, helping all students develop academically and equally. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Book Synopsis English in Southeast Asia by : Ee Ling Low
Download or read book English in Southeast Asia written by Ee Ling Low and published by John Benjamins Publishing. This book was released on 2012-01-01 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a first systematic, comprehensive account of English in Southeast Asia (SEA) based on current research by leading scholars in the field. The volume first provides a systematic account of the linguistic features across all sub-varieties found within each country. It also has a section dedicated to the historical context and language planning policies to provide a background to understanding the development of the linguistic features covered in Part I and, finally, the vibrancy of the sociolinguistic and pragmatic realities that govern actual language in use in a wide variety of domains such as the law, education, popular culture, electronic media and actual pragmatic encounters are also given due coverage. This volume also includes an extensive bibliography of works on English in SEA, thus providing a useful and valuable resource for language researchers, linguists, classroom educators, policy makers and anyone interested in the topic of English in SEA or World Englishes as a whole.
Book Synopsis English Medium Instruction by : Ernesto Macaro,
Download or read book English Medium Instruction written by Ernesto Macaro, and published by Oxford University Press. This book was released on 2018-02-19 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ernesto Macaro brings together a wealth of research on the rapidly expanding phenomenon of English Medium Instruction. Against a backdrop of theory, policy documents, and examples of practice, he weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed, and explores how we can arrive at a true cost–benefit analysis of its future impact. “This state-of-the-art monograph presents a wide-ranging, multi-perspectival yet coherent overview of research, policy, and practice of English Medium Instruction around the globe. It gives a thorough, in-depth, and thought-provoking treatment of an educational phenomenon that is spreading on an unprecedented scale.” Guangwei Hu, National Institute of Education, Singapore Additional online resources are available at www.oup.com/elt/teacher/emi Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford and is the founding Director of the Centre for Research and Development on English Medium Instruction at the university. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman
Book Synopsis Pedagogical Translanguaging by : Jasone Cenoz
Download or read book Pedagogical Translanguaging written by Jasone Cenoz and published by Cambridge University Press. This book was released on 2022-01-27 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.
