2013, Volume 7https://jyx.jyu.fi/handle/123456789/419232024-03-29T05:16:08Z2024-03-29T05:16:08ZUniversitäten zwischen Internationalisierung und Globalisierung: In welcher Sprache sollte ich publizieren?Ylönen, Sabinehttps://jyx.jyu.fi/handle/123456789/429172018-05-16T19:46:37Z2014-02-07T06:30:57ZUniversitäten zwischen Internationalisierung und Globalisierung: In welcher Sprache sollte ich publizieren?
Ylönen, Sabine
Internationalisation is an often undisputed keyword in the strategic planning documents of governments and Higher Education institutions. Researchers and doctoral students are increasingly urged to publish in refereed international forums. However, the nature of “international” publications is seldom problematised. Does publishing at an international level imply writing in English? Which are the consequences of language choice for the nature of research? In brief, the question researchers and doctoral students in different parts of the world have to face is: In which language should I publish? The aim of this paper is not to suggest there are clear answers to these questions but to contribute to the discussion on the roles of language(s) in research.; Internationalisierung ist heute als erklärtes Ziel in Strategien von Universitäten und Bildungsministerien unterschiedlichster Länder verankert. Zu Internationalisierungsbestrebungen gehören z. B. die Förderung der Mobilität von Studierenden und Hochschulpersonal oder die Schaffung vergleichbarer Studienabschlüsse. Im Streben nach Spitzenforschung sind Lehr- und Forschungspersonal sowie Doktoranden gehalten, in internationalen Projekten zu forschen und in begutachteten internationalen Foren zu publizieren. Was aber ist eine internationale Publikation? Welche Rolle spielen Sprachen im Prozess von Internationalisierung der Universitäten und Hochschulen? Welche Konsequenzen haben Internationalisierung und Englisch als Lingua franca der Wissenschaften für die Inhalte der Forschung? Für Doktoranden und Forscher stellt sich die Frage kurz und knapp so: In welcher Sprache sollte ich publizieren?
2014-02-07T06:30:57ZEmotional investments during the Year Abroad: A case study of a British ERASMUS student in ItalyGallucci, Soniahttps://jyx.jyu.fi/handle/123456789/429162018-05-17T03:35:04Z2014-02-07T06:22:16ZEmotional investments during the Year Abroad: A case study of a British ERASMUS student in Italy
Gallucci, Sonia
This article focuses on the shaping of social identities and emotions of one British young woman who spent a Year Abroad (YA) in Italy as an ERASMUS student. I have examined her negotiation and (re)construction of social identities during her experience abroad from a poststructuralist perspective, which sees individuals’ identities as dynamic and changeable sites of struggles (Norton Pierce, 1995 and 2000). In order to analyse the participant's accounts of her language learning and emotional experiences during her YA I have used the notion of emotional investment developed by Pavlenko (2012). This notion has helped me to understand how, why and to what extent the participant in the study gained access to Italian communities of practice and to explain her discursive construction of a new linguistic identity during her stay in Italy. There are clear gaps in the literature on identities and emotions in the YA research context. Recent work on the YA shows a growing interest in identity and second language learning (e.g. the work by 2007 and by Jackson, 2008), but the emotional dimension of such experience is still under researched territory, hence my focus on it in this article.
2014-02-07T06:22:16ZTowards a more efficient EFL reading comprehension classroom environment : The role of content and critical readingEbrahimi, Nabi.A.Rahimi, Alihttps://jyx.jyu.fi/handle/123456789/423762018-05-17T03:35:06Z2013-10-29T08:24:30ZTowards a more efficient EFL reading comprehension classroom environment : The role of content and critical reading
Ebrahimi, Nabi.A.; Rahimi, Ali
Traditional reading comprehension methods background the sometimes controversial content of texts in the interest of ‘ensuring comprehension’ via dealing with language points. According to Wallace (1992), EFL learners are often marginalized as readers; their goals in interacting with written texts are perceived to be primarily those of language learners. This study explores how a change in teaching approach via a CDA framework along with a change in reading content affects the EFL students’ perceptions of their reading comprehension classroom environment. Through a one-group pretest posttest design, the What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 41 (F=23 and M=18) Iranian EFL students, the first time after a five-session-long regular non-critical reading comprehension class and the other time after a five-session-long reading comprehension class featured by more involving passages and informed by a CDA framework proposed by Cots (2006). The data were analyzed using SPSS and the results showed that there was a significant difference (p<0.05) between the participants’ perceptions of each dimension (i.e, Student cohesiveness, Teacher support, Involvement, Task orientation, Cooperation, and Equity) of their reading comprehension classroom before and after introducing the CDA techniques and changing the content of the reading materials. The change in teaching approach via the CDA framework and the change into more involving content led to a reading comprehension classroom environment that was perceived by students as more efficient and facilitative of learning.
2013-10-29T08:24:30ZEditorial : Special issue on Second Language and Literacy Acquisition of Low-Educated Adult ImmigrantsTammelin-Laine, TainaNieminen, LeaMartin, Maisahttps://jyx.jyu.fi/handle/123456789/419332018-05-17T03:35:02Z2013-08-06T05:50:43ZEditorial : Special issue on Second Language and Literacy Acquisition of Low-Educated Adult Immigrants
Tammelin-Laine, Taina; Nieminen, Lea; Martin, Maisa
2013-08-06T05:50:43ZStudying in Comprehensive School with Low Second Language Writing ProficiencyTarnanen, MirjaAalto, Eijahttps://jyx.jyu.fi/handle/123456789/419322018-05-16T19:46:57Z2013-08-06T05:41:06ZStudying in Comprehensive School with Low Second Language Writing Proficiency
Tarnanen, Mirja; Aalto, Eija
In this article, we report a case study on the Finnish as an L2 writing skill of weak writers in grades 7–9 of comprehensive school. The study is based on writing performances of 25 students who each completed four different writing tasks (i.e., 100 texts) and a questionnaire about their background information, self-assessment of writing and literacy practices. First, we discuss target language writing proficiency in the school context from the curriculum and pedagogical point of view. Then we present the results of the questionnaire data and focus on the performances of writers with A1 writing proficiency on the CEFR scale. The findings show that students with low writing proficiency in fact also write in various out-of-school printed and media texts. Further, despite a weak proficiency level the students are at some point able to produce texts and make meanings syntactically and textually. Finally, we discuss some implications concerning migrants and literacy-oriented culture in Finnish schools.
2013-08-06T05:41:06ZTesting the Reading Ability of Low Educated ESOL LearnersAllemano, Janehttps://jyx.jyu.fi/handle/123456789/419312018-05-17T03:35:00Z2013-08-06T05:33:03ZTesting the Reading Ability of Low Educated ESOL Learners
Allemano, Jane
Current national policy requires all further education courses in England, Wales and Northern Ireland to be accredited, including those in English for Speakers of other Languages (ESOL). However, there are issues surrounding this policy, particularly for learners at the lowest level, who bring with them a very wide spectrum of prior language and/or literacy knowledge. Some have little or no experience of literacy in any language and poor English language skills. A major barrier to assessment of beginner readers seems to be the examination process itself. This article summarises an on-going research project into the reasons for wrong answers given by low educated adult ESOL learners in reading examinations and explores how the process of testing is affected by the structure and format of the examination itself. This research focuses on the learners and how they approach an examination strategically or otherwise and how they see the relationship between the rubrics, the questions and the text. The initial findings are that the biggest issue concerns the learners’ interaction with the test. By the time they come to take the test, most of them have become proficient enough readers to take meaning from text but can fail to demonstrate this because of the task set.
2013-08-06T05:33:03ZConverging Perspectives in the LESLLA ContextFarrelly, Raichlehttps://jyx.jyu.fi/handle/123456789/419302018-05-17T03:34:53Z2013-08-06T05:20:14ZConverging Perspectives in the LESLLA Context
Farrelly, Raichle
There has been a surge in Low Educated Second Language and Literacy Acquisition (LESLLA) learners in adult language programs. In response to the growth of this learner population in language classes, there has been increased interest in the professionalization of the field of adult education specific to work with LESLLA learners. As researcher and practitioner awareness and understanding of the LESLLA context continues to expand, necessary and qualitative transformations of second language (L2) teaching and L2 teacher education are taking place. This article provides a glimpse into a larger ethnographic case study that explores the teaching worlds of two LESLLA teachers working in community-based language programs for adult learners in the United States. Guided by an activity theory framework (Engeström 1991, 1999), this article highlights the relationships and tensions between the teachers and the tools available to them within their teaching activity systems. This particular discussion relies on the shared experiences of the teachers to highlight the necessity and benefit of promoting professional collaborative learning opportunities for LESLLA teachers.
2013-08-06T05:20:14ZWhat Doesn’t Work for the Lowest Level Literacy Learners and Why?Marrapodi, Jeanhttps://jyx.jyu.fi/handle/123456789/419292018-05-17T03:34:58Z2013-08-06T05:03:53ZWhat Doesn’t Work for the Lowest Level Literacy Learners and Why?
Marrapodi, Jean
Traditional approaches for teaching reading to Low Educated Second Language and Literacy Acquisition (LESLLA) adults are problematic because foundational learning and cognitive areas are generally underdeveloped in these students. Three methods for reading instruction (phonics, sight words and whole language) are explored in light of the LESLLA learner. Task analyses are undertaken for each method, and gaps present in LESLLA learners are revealed. The task analysis method is advocated for lesson planning, and a recommendation is made for teachers to consider what is being expected of students when activities are presented. Educators must be reminded that LESLLA learners are likely to be pre-emergent readers with developmental areas needing identification and instruction and will not be successful with conventional methods for reading instruction without significant pre-reading skill preparation.
2013-08-06T05:03:53ZGrappling with the Oral Skills: The learning processes of the low-educated adult second language and literacy learnerStrube, Susannavan de Craats, Inekevan Hout, Roeland.https://jyx.jyu.fi/handle/123456789/419252018-05-17T03:34:55Z2013-08-02T10:49:51ZGrappling with the Oral Skills: The learning processes of the low-educated adult second language and literacy learner
Strube, Susanna; van de Craats, Ineke; van Hout, Roeland.
This paper focuses on the learning processes in L2 literacy classes in the Netherlands, discussing specifically possible influences of the learning processes during the practice of the oral skills. To achieve a better understanding of the students’ spoken language development, classroom processes of six adult L2 literacy classes were observed during a period of eight months and students were pre- and post-assessed. In comparing the classes, notable differences in gain scores in morphosyntactic features as well as aspects of relevance and coherence in discourse surfaced. In order to explain these differences certain factors were examined in relation to learner characteristics, classroom hours and attendance, and classroom practices. The study initially looked at ten learner and classroom characteristics. Of these, only age of arrival proved to be of any significance. In the area of classroom practices the use of the computer as a support in (vocabulary) learning showed to be of essential significance, particularly in the area of morphosyntax.
2013-08-02T10:49:51Z