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Intercultural learning and identity development as a form of teacher development through study abroad: narratives from English language practitioners Language, Culture and Curriculum (IF 2.214) Pub Date : 2024-03-05 Fan Fang, Troy McConachy, Rui Yuan
The spread of English and its increasing importance in intercultural encounters have challenged essentialist perspectives of culture in English language teaching. In addition to using English as a ...
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Digital technologies & linguistically and culturally relevant pedagogies: where do we stand? Language, Culture and Curriculum (IF 2.214) Pub Date : 2024-02-08 Emmanuelle Le Pichon, Alexandre Cavalcante, Antoinette Gagné, Jérémi Sauvage
This special issue highlights research mainly conducted from 2020 to 2023 in Canada, France, Germany, the UK and Finland. Each of these studies presents the affordances and constraints of using mul...
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How can emerging technologies advance the creation of language-friendly and literacy-friendly schools? Language, Culture and Curriculum (IF 2.214) Pub Date : 2024-02-08 Jim Cummins
The evolution of digital technologies has frequently been hailed as a ‘game-changer’ in education. However, like previous technological innovations, such as television, these recent developments ha...
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Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme Language, Culture and Curriculum (IF 2.214) Pub Date : 2024-02-06 Zhibin Shan, Hao Xu
Whilst the existing literature on multilingual learning in curriculum has properly addressed a variety of instructional factors, few studies have been dedicated to investigating the influence of in...
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The multilingual university: language ideology, hidden policies and language practices in Malawian universities Language, Culture and Curriculum (IF 2.214) Pub Date : 2024-01-15 Colin Reilly, Tracey Costley, Hannah Gibson, Nancy C. Kula
Globalisation is increasingly affecting universities worldwide. In African contexts, language policies exhibit an inheritance situation in which countries continue to implement policies which favou...
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Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-12-17 Alan W. Benson
This article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, Engla...
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Material use for EFL teacher learning in classroom ecology: a perturbation or affordance? Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-11-29 Dongying Li
Curriculum material use is an agentive, reciprocal and innovative practice, involving multiple stakeholders such as teacher, students and assessments that mutually shape one another. While it is ge...
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Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-10-31 Nathalie Auger, Jérémi Sauvage, Emmanuelle Le Pichon-Vorstman, Carole Fleuret, Leanne Adegbonmire, Laurine Dalle
For many years, French and Canadian schools have welcomed students from around the world. This article presents the Binogi/ESCAPE project, which supports the integration of a multilingual digital r...
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A cycle model of intercultural learning: educating the global citizen Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-10-10 Lone K. Svarstad, Karen Risager
This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of in...
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Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-10-08 Alexandre Cavalcante, Antoinette Gagné, Emmanuelle Le Pichon-Vorstman
In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathemat...
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Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-10-05 Jenni Alisaari, Leena Maria Heikkola, Raisa Harju-Autti
We examined Finnish pre-service primary school teachers’ understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practic...
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Rethinking of EMI in higher education: a critical view on its scope, definition and quality Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-08-24 Mustafa Akıncıoğlu
ABSTRACT Although it has grown at an exponential rate globally, English medium instruction’s (EMI) conceptually problematic nature steered more confusion than clarity and consensus in the contexts of higher education (HE). In the field literature, the dominant paradigm pertains to descriptive statements rather than definitions and research seemed to reach a saturation point where a new vision is required
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Learning Arabic as a second language in Saudi universities: Ajzen’s theory and religious motivations Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-08-03 Munassir Alhamami, Abdulrahman Almosa
Learning Arabic as a second language (ASL) in Arabic-speaking countries is yet to be investigated thoroughly. The present study examines 61 ASL learners from 25 countries in seven Saudi universitie...
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Preservice teachers’ epistemic agency during practicums: case studies from Macau Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-07-23 Hongzhi Yang, Yang (Frank) Gong
Preservice teachers’ (PSTs) epistemic agency during their practicum experiences is not yet fully understood. In this study, we collected data in the form of in-depth interviews, reflective journals...
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Social connectedness in a community-based language and culture programme: voices of volunteer tutors Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-07-09 Ann Dashwood, Jeong-Bae Son, Sang-Soon Park
This article explores the roles of local volunteers in developing social connectedness among culturally and linguistically diverse (CALD) parents seeking to gain English language and cultural confi...
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Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-07-06 Sílvia Melo-Pfeifer
In this contribution, I reflect on how multilingual pedagogies can be added to STEM and S.T.E.M. practices, in what could be called a ‘double-crossing’: on the one hand, crossing linguistic boundar...
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Towards linguistically and culturally responsive curricula: the potential of reciprocal knowledge in STEM education Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-06-08 Emmanuelle Le Pichon, Dania Wattar, Mai Naji, Hyunha Rosalia Cha, Ye Jia, Kanza Tariq
From the perspective of host country education system and, in light of a normative view of academic development, school systems have too often viewed the academic profiles of newcomer students as d...
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Local intercultural language assistants in New Zealand classrooms Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-06-01 Constanza Tolosa, Diego Navarro, Ben Egerton
Given the challenges faced in enacting curricular expectations of developing intercultural communicative competence through the teaching of languages, this study reports on a language and culture a...
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Over-framing: interrogating sentence frames as pedagogical support vs. language restriction Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-05-31 Katherine Barko-Alva, Chris Chang-Bacon
Sentence frames are a frequently used form of pedagogical scaffolding in language education. Yet there is debate around whether sentence frames offer the opportunity for analysis and internalisatio...
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Teacher perception of language differences: challenging the normative futurity and native speakerism Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-05-22 Sun Young Lee, Jieun Kim
While teachers value cultural and linguistic diversity, they see the benefits of speaking different languages in the future tense, feeling it hard to specify how language differences positively imp...
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Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-04-06 Lena Cataldo-Schwarzl, Orly Haim, Eva Vetter
ABSTRACT This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured
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‘I’m aware of that, but … ’: breaking the silence on moral distress among language teachers Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-03-16 Athip Thumvichit
ABSTRACT Moral distress (MD) is defined as knowing what to do in an ethical situation but being unable to do it. Although this definition was originally meant for healthcare practitioners, it is instantly recognised by those in the teaching profession. This study adopted Q methodology to identify and characterise foreign language teachers’ viewpoints regarding morally distressing situations. Thirty-three
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Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis Language, Culture and Curriculum (IF 2.214) Pub Date : 2023-01-25 Natascha Drachmann, Åsta Haukås, Adrian Lundberg
ABSTRACT In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic
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The Testing culture and the role of private education Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-12-15 Janina Brutt-Griffler, Sumi Kim
Entrance to prestigious four-year colleges in South Korea depends heavily on secondary school curricula and scoring high enough on the university entrance exam known as the College Scholastic Abili...
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Classroom interaction in English-medium instruction: are there differences between disciplines? Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-11-28 David Lasagabaster, Aintzane Doiz
ABSTRACT English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs
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Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-10-28 Harald Spann, Thomas Wagner
ABSTRACT This paper reports results from a quantitative curriculum study on literature modules in Austrian undergraduate teacher education programmes. In order to optimise course delivery in literature classes at the University College of Education Upper Austria (PHOÖ), reading habits and attitudes of 153 first-year EFL students for secondary school education were assessed in an online-questionnaire
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Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021 Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-10-28 Aysel Kart, Jana Groß Ophoff, Robert Pham Xuan
ABSTRACT COVID-19-related school closures have caused educational disadvantages for school children around the world. Against this background, many countries have introduced catch-up programmes to counteract the growing educational inequality. The Austrian summer school was offered as such a supportive measure and primarily targeted learners with learning gaps, lower language skills, and German as
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Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-10-07 Nicola Fraschini
ABSTRACT Learner emotions represent sudden, dynamic, and complex adaptations to the language classroom environment. Recent Second Language Acquisition research calls for a more holistic perspective in approaching classroom emotions, one that considers emotional variations between and across learners, and which foregrounds the interconnections among emotions and between emotions and the learning environment
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A multilingual pedagogies initiative in higher education Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-08-13 Rosemary Wildsmith-Cromarty, Maryna Reyneke, Kotie Kaiser, Dolly Dlavane
ABSTRACT The research reported on in this article examines the attitudes towards student linguistic diversity and multilingual pedagogies of 30 university lecturer participants enrolled for an accredited short course on multilingual pedagogies at a South African institution. The aim of the course is to support lecturers in helping students gain access to their disciplines using multilingual strategies
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Neoliberalism for young learners in an EFL context: a mixed-methods approach Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-08-08 Mohammad Amini Farsani, Fatemeh Rahimi
ABSTRACT Studies on the salient role of neoliberalism in education have increased rapidly in recent years. These studies highlighted the presence of neoliberalism in language teaching materials in different contexts. However, research exploring the reality of neoliberal mentality in young learners’ (YL) English language teaching (ELT) materials are sparse. Contributing to this barely-touched line of
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English medium instruction for whom and for what? Rethinking the language-content relationship in higher education Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-07-23 Sin-Yi Chang
ABSTRACT In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. ROAD-MAPPING English medium education in the internationalized university. Palgrave Macmillan; Macaro, E. 2018. English medium instruction. Oxford
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Enhancing the quality of students’ academic literacies through translanguaging Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-07-21 Thoko Batyi
Abstract After apartheid, English became the lingua franca in South Africa and African-language speakers continued to be marginalised despite laws attesting to the equality of African languages. This article describes an attempt to rectify the effects of this marginalisation using translanguaging to improve students’ academic literacies and pass rates at an English-medium university. Bilingual tutorials
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Linguistic inequality and access to education: curricular strategies from South Africa and the United States Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-06-13 Andrea Parmegiani, Rosemary Wildsmith-Cromarty
Published in Language, Culture and Curriculum (Vol. 35, No. 3, 2022)
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Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-05-18 Thi Chau Ngan Nguyen, Margaret Kettle, Catherine Doherty
ABSTRACT This paper investigated the language resources needed for communication in Vietnam’s import/export services and the level of alignment with the associated English for Specific Purposes (ESP) course. To examine the communicative practices used in this workplace, the study employed methods of semi-structured interviews and a collection of 48 emails and eight phonecalls adopted to interact with
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Race and Ethnicity in English Language Teaching: Korea in Focus Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-04-04 Kyu Yun Lim
Published in Language, Culture and Curriculum (Vol. 36, No. 1, 2023)
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Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-04-02 Yeonghwi Ryu, Jiyoung Kang
ABSTRACT While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum
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Translanguaging in a bilingual writing programme: the mother tongue as a resource for academic success in a second language Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-17 Andrea Parmegiani
ABSTRACT This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond ‘English-only’ approaches to the teaching of
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Racialised Teaching of English Language in South Korea: Voices of University ELT teachers Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-07 Young-Eun Lee, Cheri Chan
ABSTRACT In this paper, we examine how English language teachers working in a South Korean university navigate complex intersecting identity categories of race, gender, language and nationality while grappling with tensions and paradoxes arising from workplace policies influenced by racialised ideologies, globalisation and neoliberalism. In-depth interviews conducted with two tertiary English language
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Putting languages at the centre: developing the Language Across the Curriculum (LAC) faculty seminar at LaGuardia Community College, Queens, New York Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-05 Lucy R. McNair, Leigh Garrison-Fletcher
ABSTRACT Our article presents the development, conceptual toolkit, and preliminary observations of an interdisciplinary Language Across the Curriculum (LAC) professional development seminar at our urban community college in Queens, New York. Although innovative in promoting inclusion and diversity, the college reflects a common monolingual ‘Standard American English-only’ ideology in U.S. higher education
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Racialised teaching of English in Asian contexts: introduction Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-03 Ryuko Kubota
ABSTRACT Issues of race, racialisation, and racism have been increasingly raised in the field of applied linguistics and language education especially in the contexts of North America and other English-dominant regions. This special issue contributes to this scholarly and professional discussion by focusing on English language teaching (ELT) in Asian contexts, where ELT is aggressively promoted with
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Exploring translanguaging events through a multilingual writing course design Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-03 Alyssa G. Cavazos
ABSTRACT The article describes the translingual theoretical underpinnings guiding the design of a multilingual writing course. The course was offered at The University of Texas Rio Grande Valley, a Hispanic Serving Institution. The design of the course challenged monolingual ideologies in academic writing through community partnerships with non-profit community organisations committed to social justice
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Education, ethnicity and equity in the multilingual asian context Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-01 Min Bao, Xuesong Gao
Published in Language, Culture and Curriculum (Vol. 36, No. 1, 2023)
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(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-01 Natakorn Satienchayakorn, Rachel Grant
ABSTRACT ‘Race applied to human beings is a political division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations’ (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives intersect in a doctoral seminar in Thailand. Combining traditional academic structures and collaborative autoethnography, we describe
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A critical ethnography of ‘Westerners’ teaching English in China: Shanghaied in Shanghai Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-03-01 Gyewon Jang
Published in Language, Culture and Curriculum (Vol. 36, No. 1, 2023)
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Exploring lived experiences of Black female English teachers in South Korea: understanding travelling intersectionality and subjectivities Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-02-27 Youngjoo Seo, Ryuko Kubota
ABSTRACT English language teaching has become a global phenomenon, involving racially and culturally diverse teachers travelling across national borders. While these transnational teachers bring diversity to host countries, the superiority of White native English speakers continues to be reinforced. This raciolinguistic ideology can uniquely shape the subjectivities of English language teachers of
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Locus of enunciation: insights for intercultural language teaching Language, Culture and Curriculum (IF 2.214) Pub Date : 2022-02-09 Melina Porto, Michael Byram
ABSTRACT Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in ‘the South’ because they come from ‘the North’ is, first, counter to the principles of academic freedom upheld
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Examining the influence of English songs on English L2 lexical learning: a quantitative meta-analytic review Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-12-31 Dennis Murphy Odo
ABSTRACT Ongoing debate exists concerning pedagogical strategies including song to improve vocabulary learning in second or foreign language learners. A search of primary empirical studies published from 1990 to 2020 produced 27 articles with 28 studies and 1864 total participants. Effect sizes were analysed for the influence of English instructional interventions using songs on L2 vocabulary learning
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The effect of individual factors on L3 teachers’ beliefs about multilingual education Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-11-12 Otilia Martí Arnandiz, Laura Portolés Falomir
ABSTRACT Empirical research on L3 teachers' beliefs has gained momentum in the last decade since teacher cognition is paramount for understanding teaching practices in multilingual settings. Yet, many of these works deal with experienced language practitioners (e.g. [Otwinowska, A. (2017). English teachers' language awareness: Away with the monolingual bias? Language Awareness, 26 (4), 304–324]) and
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The role of foreign language requirements in domestic students’ first-year success at one internationalising Japanese university Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-11-11 Charles Allen Brown
ABSTRACT This project addressed the role of foreign language (FL) classes in a successful first-year student experience at one Japanese university. I assessed six dimensions of this experience: Match between high school FL classes and university FL classes, role of first-year FL course grades for academic progress, role of first-year FL classes in later studies, students’ attitudes toward the classes
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The effects of foreign language programmes in early childhood education and care: a systematic review Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-10-01 Anne-Mieke M.M. Thieme, Kyra Hanekamp, Sible Andringa, Josje Verhagen, Folkert Kuiken
ABSTRACT This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children’s development
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‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-09-23 Pilar Safont
ABSTRACT Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning
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Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-09-20 Ka Yan Lam
ABSTRACT This article presents the findings of a university reading and writing workshop on fairy-tale reimaginations. Fairy-tale reimaginations, understood as rewriting fairy tales using alternative narrative techniques, can be introduced into a literacy classroom where learners read reimagined fairy tales that stimulate their critical response and subsequently reimagine new stories that interrogate
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Departmental culture and professional development in the context of language programme reform Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-08-06 Jeannette Sánchez-Naranjo
ABSTRACT Recent scholarship in professional development (PD) has advocated for solid conceptual frameworks and understanding of the complex process involved in how language educators may continue to develop and fulfil the current challenging teaching demands. However, specific relationships underlying departmental cultures and how language educators relate to professional development activities are
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Do CLIL programmes help to balance out gender differences in content and language achievement? Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-06-15 Juan de Dios Martínez Agudo
ABSTRACT Since the interaction of individual variables with learning outcomes has been relatively neglected in the CLIL (Content and Language Integrated Learning) research agenda (Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224), this study aims to investigate the impact of CLIL
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Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the United States Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-06-07 Anqi Peng, Meagan M. Patterson
ABSTRACT As the number of international students in the United States increases, many researchers show interest in understanding how international students adapt to the local society and what factors influence this process. Cultural identity and language proficiency, as two important factors for international students in adaptation, cannot be ignored. The purpose of this study was to examine the relations
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The language textbook: representation, interaction and learning Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-05-04 Germán Canale
ABSTRACT This guest-edited Special Issue of Language, Culture and Curriculum presents a collection of studies that look into language textbooks through three key themes: representation, interaction and learning. The full issue considers textbooks produced in different parts of the world, for different audiences (in terms of geographical location, age and level of proficiency), for the teaching of several
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A focused ethnographic study on grammar teaching practices across language subjects in schools Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-04-26 Kristine Kabel, Mette Vedsgaard Christensen, Lene Storgaard Brok
ABSTRACT Studies exploring grammar teaching in first and foreign language subjects in Scandinavia are very rare. In this article, we present findings from a focused ethnographic study (Gramma3, 2018–2019) of grammar teaching practices in the three major first and foreign language subjects at lower-secondary level (age 13–15) in Denmark: Danish L1, English L2 and German L3, with data collected at seven
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The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-04-05 Nerea Villabona, Jasone Cenoz
ABSTRACT Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community
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Rethinking the ‘ideal native speaker’ teacher in early childhood education Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-03-16 Julie Waddington
ABSTRACT Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the ‘ideal native speaker’ as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early
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Countering decapitalisation: examining teachers' discourses of migration in Galicia Language, Culture and Curriculum (IF 2.214) Pub Date : 2021-01-20 Nicola Bermingham
ABSTRACT Multilingualism in European classrooms is the norm, not exception, and while the management of linguistic diversity is increasingly at the fore of language policy debates, policy engagement with the multilingual realities of schools continues to be inadequate, and the linguistic habitus of present-day education systems remains largely monolingual [Piller, I. (2016). Linguistic Diversity and