2021, Volume 15
https://jyx.jyu.fi/handle/123456789/77776
2024-03-29T12:14:49ZTeachers’ interaction in combined physical and virtual learning environments : A case study of tandem language learning and teaching in Finland
https://jyx.jyu.fi/handle/123456789/79224
Teachers’ interaction in combined physical and virtual learning environments : A case study of tandem language learning and teaching in Finland
Hansell, Katri; Pörn, Michaela; Bäc, Sandra
he development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for learners of any target language from any location to communicate with each other, for example, through tandem language learning –that is, reciprocal two-way learning in dyads of two students with different first languages. Previous studies on tandem learning have mainly focused on the interaction between tandem partners in informal learning situations. In this study, we explore the teacher’s role in virtual classroom tandem applied to curriculum-based language teaching. The aim is to describe teachers’ engagement in interactional situations in the classroom, including the interplay between the physical classroom and virtual learning environments (VLEs). The data comprise video and screen recordings of teacher activities and interactions. The results reveal that virtual classroom tandem is a strongly student-centred approach where the teacher interaction during tandem lessons is notably narrower compared with tandem language learning based entirely on face-to-face meetings in a formal school context and in classroom instruction generally.
2022-01-04T07:58:44ZThree perspectives on the role of teacher beliefs in the language classroom
https://jyx.jyu.fi/handle/123456789/79223
Three perspectives on the role of teacher beliefs in the language classroom
Krogager Andersen, Line
This study explores the role of teacher beliefs in two teachers’ implementation of a
collaboratively planned teaching activity into classroom practice. It is a retrospective
case study aiming to explain how the difference between two teachers’ realisations of a
specific bilingual teaching activity may be seen as related to their beliefs about language
learning and teaching. The role of teacher beliefs for language teaching practice has
been the subject of much research, although the nature of the relationship remains
contested. This study explores a new approach to the puzzle by combining new and
existing perspectives on teacher beliefs in the form of enacted, professed and implicit
beliefs. The study re-examines data from a larger action research study through 4
cycles of analysis and interpretation, moving from observed teaching practices to the
three perspectives on teacher beliefs to provide a description of the complex interplay
between beliefs and practice. The analysis shows that the combination of the different
perspectives on teacher beliefs allows for a meaningful interpretation of the relationship
between teacher beliefs and teaching practice, that the two teachers’ beliefs about
language learning and teaching play an important role in their transformation of
teaching plans to teaching practice and that their different practices lead to different
language learning affordances in the two classrooms. The article concludes by
suggesting that the interplay between teaching activities, students’ engagement and
teacher beliefs may be a fruitful place of inquiry for future research.
2022-01-04T07:25:03ZSchoolscaping in the third space : The case of the Language Introduction Programme in Sweden
https://jyx.jyu.fi/handle/123456789/79222
Schoolscaping in the third space : The case of the Language Introduction Programme in Sweden
Wedin, Åsa
The aim of this paper is to trace students’ multilingualism and agency in the
schoolscape of the Language Introduction Programme (LIP) in one Swedish upper
secondary school. Through linguistic schoolscaping, the study contributes to a
deeper understanding of LIP. The schoolscape is analysed as reconstructions of
photographs of displayed images, objects, symbols, and written language on walls
and elsewhere in the school area. The photographs are analysed in terms of how they
orient to time, place, and space; control behaviour; and shape discourses. Through
the analysis, discourses of an organized, inclusive, and tolerant society appear, that
simultaneously shape a discourse of behaviour: in this school (and in Sweden) we
(want to) follow (the) rules. Students’ multilingualism is nearly absent in the
schoolscape, as is their agency. In line with Bhabha’s concept third space, the
schoolscape may be understood as a space for Swedishness, where inclusion demands
mastery of Swedish. The in-betweenness of the LIP, as a transitional programme,
appears as a space to escape otherness by changing language, which is the
requirement for inclusion. Thus, in this case, the signage displayed in the schoolscape
does not open up spaces for identity development related to multilingualism or
multiculturalism. Opening space for students as agents in the schoolscape and making
their diverse linguistic resources visible would also open up a third space for
negotiation of norms, through contestation, resistance, and manifestation. Thus
students’ development of multiple identities would be enabled and their
opportunities to be (co-)creators of their own futures widened.
2022-01-04T06:46:22ZYhdeksäsluokkalaisten vieraan kielen oppimismotivaatioprofiilien ja arvosanan yhteydet peruskoulun jälkeisiin jatkosuunnitelmiin
https://jyx.jyu.fi/handle/123456789/78822
Yhdeksäsluokkalaisten vieraan kielen oppimismotivaatioprofiilien ja arvosanan yhteydet peruskoulun jälkeisiin jatkosuunnitelmiin
Kangasvieri, Teija
Tässä artikkelissa tarkastelen peruskoulun yhdeksännen luokan oppilaiden vieraan kielen oppimismotivaatioprofiilien ja kieltenopetuksessa saatujen arvosanojen yh-teyttä heidän perusopetuksen jälkeisiin jatko-opiskelusuunnitelmiinsa. Tutkimuksen tavoitteena on tarkastella kriittisesti motivaation ja kouluarvosanan suhdetta kiel-tenopiskelussa ja pohtia tämän mahdollisia kielikoulutuspoliittisia implikaatioita. Tilastollisesti edustava tutkimusaineisto koostuu sähköisellä kyselyllä kerätyistä vastauksista (n=1206), joista tässä tutkimuksessa tarkastelen perusopetuksen jäl-keen lukiokoulutukseen tai ammatilliseen koulutukseen aikovien, kieliopinnoistaan arvosanansa ilmoittaneidenoppilaiden vastauksia (n=981). Tutkimuksessa oppilai-den joukosta on aiemmissa analyyseissä löydetty (Kangasvieri, 2019) viisi motivaa-tioprofiilia: motivoitumattomimmat, keskivertomotivoituneet alhaisella kielijänni-tyksellä, keskivertomotivoituneet, motivoituneimmat ja kielijännittäjät. Nyt näiden motivaatioprofiilien yhteyttä oppilaiden koulutusvalintaan selvitetään huomioi-malla arvosanan vaikutus. Oppilaiden vastauksista tehtiin logistinen regressio-analyysi, jonka tuloksista käy ilmi, että todennäköisyys kussakin profiilissa mennä lukioon tai ammatilliseen koulutukseen riippuu arvosanasta. Logistinen regressio-malli selittää noin 30 prosenttia oppilaiden jatkosuunnitelmien valinnoista. Lisäksi tuloksista selviää, että mitä motivoituneempi oppilas on kieltenopiskelussaan, sitä korkeamman arvosanan hän kokee tarvitsevansa aikoakseen jatkaa perusopetuksen jälkeen lukioon. Vastaavasti heikommin motivoituneet oppilaat aikovat jatkaa luki-oon huonommilla arvosanoilla kuin motivoituneemmat oppilaat. Koulutusvalin-nassa on myös aina kyse oppilaiden koulutuksellisesta tasa-arvosta ja tasavertaisuu-desta. Kaikilla on oltava lähtökohtaisesti samanlaiset ja tasavertaiset mahdollisuudet valita itselleen parhaimmaksi kokemansa vaihtoehto.; In this article I explore the relationship between Finnish ninth graders’ L2 motivational profiles, language grades and future study plans after basic education. The aim of the study is to critically explore the relationship between motivation and language grades and reflect on the possible implications of this for language education policies. The statistically representative data was collected with an e-questionnaire (n=1 206). For this study, I analysed those who planned to continue their studies to general upper secondary school or vocational education after basic education, and who submitted their language grade (n=981). In earlier analyses of the study (Kangasvieri, 2019), five motivational profiles were found: the least motivated, averagely motivated with low anxiety, averagely motivated, the most motivated and students with high anxiety. In this study, the connection between these motivational profiles and students’ education choice is explored, taking into account the effect of grades. A logistic regression analysis was conducted. The results show that the probability to continue to general upper secondary school or vocational education in each motivational profile depends on the grade. The model explains about 30 percent of the students’ educational choices. Additionally, the results show that the more motivated the student is in his/her language studies, the higher grade he/she feels is needed in order to plan to continue to general upper secondary school after basic education. Correspondingly, less motivated students plan to continue to general upper secondary school with poorer grades than more motivated students.
2021-11-30T05:55:31ZPerspectives on written L1 in Swedish CLIL education
https://jyx.jyu.fi/handle/123456789/77785
Perspectives on written L1 in Swedish CLIL education
Ohlsson, Elisabeth
This article presents a longitudinal investigation of texts written by students in
upper secondary schools in Sweden. The texts are collected at three different
schools implementing Content and Language Integrated Learning, CLIL, where
school subjects are taught in a second or foreign language, L2, in this case English.
CLIL research with an L1 focus in the Swedish context is rare. The present study
explores and compares vocabulary use in texts written in L1 Swedish by students
attending schools where English is used as the medium of instruction to various
degrees, thereby representing diverse CLIL models. One school uses English in
practically all subjects except in language arts (subject area of Swedish and
optional German/French/Spanish). The other two schools use L2 English in some
lessons but not all, thus representing other CLIL models. The data comprises 306
pieces of texts that were analysed using quantitative and corpus linguistic methods
to examine the vocabulary use including linguistic variables connected to academic
writing. The texts were written at four different occasions during a period of three
years, Results indicate that the L1 vocabulary use concerning specific word
variables show no substantial diversifications between the three CLIL schools
despite the dissimilar exposure to L2 English and L1 use. The impact of L2 on
students’ L1 is sometimes raised as an apprehension against CLIL education in
Sweden. The results regarding productive written academic vocabulary of the
present study indicate that there are no grounds for such concerns.
2021-09-14T05:35:17ZLinguistic genocide or linguicide? : A discussion of terminology in forced language loss
https://jyx.jyu.fi/handle/123456789/77784
Linguistic genocide or linguicide? : A discussion of terminology in forced language loss
Zwisler, Joshua James
Forced language loss is a reality for many communities around the world and language loss brings with it an entire spectrum of negativities. This article examines two of the most common terms that are used in linguistics for forced language loss – linguistic genocide and linguicide. The terms are almost synonymous and recognize that the ultimate aim of forced language loss is usually forced assimilation or the destruction of group identity. However, through a critical reading of both terms, linguicide is argued as the preferred term for use in linguistics as linguistic genocide gives rise to linguistic essentialist positions that may harm communities that have suffered forced language loss.
2021-09-14T05:31:41ZTeacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden
https://jyx.jyu.fi/handle/123456789/77783
Teacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden
Wedin, Åsa
This study aims to investigate how the educational and linguistic backgrounds of
teachers affect how they are positioned and how they position themselves in relation
to their profession in a language introduction programme at upper secondary school
in Sweden. Material from two years of study at one school was used to conduct a
nexus analysis. The material comprised policy documents at the national and local
levels; interviews with principals and teachers; and classroom and school
environment observations. Conflicting discourses appear in the analysis in terms of
teacher competence and teacher roles. Those teachers who had the relevant professional
competence, as according to national documents, felt that their knowledge was not
acknowledged and that they were not listened to. Official documents state that
principals are responsible for fulfilling stipulated demands; however, they do not always
have the necessary knowledge as this is not a requirement for their position. Thus,
an ambiguous picture appears where teachers who are positioned as competent at the
national level are positioned only to teach their own subject and are not given voice
on issues relating to general teacher competence and organisation of education at the
local level. This article highlights the importance of knowledge and understanding
relating to L2 student learning at the management level.
2021-09-14T05:22:05ZDeconstructing grand narratives in Applied Linguistics : Queer praxiologies and language education from the tropics
https://jyx.jyu.fi/handle/123456789/77782
Deconstructing grand narratives in Applied Linguistics : Queer praxiologies and language education from the tropics
Urzêda-Freitas, Urzêda-Freitas
My objective in this paper is to present some contributions from queer praxiologies to the field of language education. More specifically, I propose an inquiring analysis of the constructs education, language, beliefs, and interaction, which still reproduce a variety of concepts rooted in modern/colonial grand narratives that have operated as grand narratives themselves within Applied Linguistics. Based on a range of critical studies carried out in Brazil, the queering of these four constructs enables the comprehension of language education as queer literacies practice, that is, as an activity mediated by a set of textual repertoires which may foster the construction of new meanings of gender, sexuality, and other identity categories in the classroom. As a Brazilian/Latin American scholar, I hope my reflections work as a subversive micro-narrative from the tropics, inspiring other dialogues and teaching performances that might turn language education into a transformative activity in different contexts around the globe.
2021-09-14T05:04:49ZResponse processes in L2 writing tasks with Internet access
https://jyx.jyu.fi/handle/123456789/77780
Response processes in L2 writing tasks with Internet access
Jespersen, Dea; Dimova, Slobodanka;
Technology has changed modern L2 written communication in many ways, but how these changes have affected our understanding of the L2 writing construct needs further investigation (Weigle, 2002). Given that the Internet provides access to numerous resources available to L2 writers, the Danish Ministry of Education conducted pilots to modernize the school-leaving exams by including an L2 writing assessment in French with Internet access (DAMVAD, 2013). This study is guided by questions related to (1) differences in students' writing performance with Internet access (IA) and without Internet access (WIA), (2) students' writing behavior when they have IA or WIA, and (3) students' perceptions of the writing assessment with IA. Using a balanced design, two writing tasks in a WIA and an IA version were administered to ninth-grade L2 learners of French (N=32). Scores, window tracker logs, and a student survey were used in the analysis. Results suggested that while students strongly preferred the IA tasks, the task format (IA or WIA) did not affect their scores. The students did not use online resources beyond dictionary and conjugation sites, for either the IA or the WIA task.
2021-09-13T11:47:08ZVivian about ready to choke a b*tch! : A cartoon character’s journey into a boundary-building resource and its perpetuating resemiotizations during Gamergate
https://jyx.jyu.fi/handle/123456789/77779
Vivian about ready to choke a b*tch! : A cartoon character’s journey into a boundary-building resource and its perpetuating resemiotizations during Gamergate
Nikkilä, Matti
Drawing on nexus analysis, this study seeks to analyse some of the discursive practices and visual material produced during the Gamergate controversy. This is achieved through examining the cartoon mascot Vivian James and the discussions related to the character. The treatment of the character is discussed through the resemiotizations the character faced. Initially the character was designed with clear goals in mind to serve as a resource to perform boundary work within the community. This was achieved through an easily definable process of resemiotizations. However, the character eventually became objectified and sexualized, showing resemiotizations that were not within the initial goals of the community. This process of further resemiotizations also documents how the community was unable to maintain control over the character, which is also symptomatic of the way Gamergate was not able to sustain its efforts
2021-09-13T11:34:19Z