Chapter 1. Negotiating equitable language teaching practices

2022 ◽  
pp. 9-28
Author(s):  
Amber Warren ◽  
Natalia Ward
Keyword(s):  
Teaching Practices ◽  
Language Teaching

scholarly journals Corpus linguistics and its aplications in higher education

2010 ◽  
pp. 51 ◽  
Author(s):  
Miguel Fuster Márquez ◽  
Begoña Clavel Arroitia
Keyword(s):  
Higher Education ◽  
Corpus Linguistics ◽  
Teaching Practices ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Data Driven ◽  
Future Success ◽  
Different Types ◽  
Theoretical Linguistics ◽  
Relevant Factors

The aim of this paper is to review and analyse relevant factors related to the implementation of corpus linguistics (CL) in higher education. First we set out to describe underlying principles of CL and its developments in relation to theoretical linguistics and its applications in modern teaching practices. Then we attempt to establish how different types of corpora have contributed to the development of direct and indirect approaches in language teaching. We single out Data Driven Learning (DDL) due to its relevance in applied linguistics literature, and examine in detail advantages and drawbacks. Finally, we outline problems concerning the implementation of CL in the classroom since awareness of the limitations of CL is vital for its future success.

scholarly journals Task-Based Technology: Portuguese Language Teaching Practices

2020 ◽  
pp. 81-88
Author(s):  
Joana Carvalho ◽  
◽  
Sixto Cubo Delgado ◽  
Inmaculada Sánchez Casado
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
Technology Use ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Native Language ◽  
Language Teaching ◽  
Development Data

As part of a PhD investigation, this presentation aims to reveal the findings on Portuguese as a Non-Native Language (PNNL) teaching practice when using technology to implement other language approaches such as Task-Based Language Teaching (TBLT). A mixed research was developed to explain if there was a relation between technology use and the implementation of different language methods and teaching strategies, and also holistic task development. Data was gathered from 101 PNNL teachers, with working experience in and out of Portugal. The results provided evidence that technology was not being used to engage students in active learning and holistic tasks, as TBLT sustains, nor was it being used to develop different language methods and teaching strategies. It has been concluded that PNNL teachers were not using technology in their teaching practice to better implement other language methods, such as TBLT.

The Baby in the Bathwater

2014 ◽  
pp. 371-389
Author(s):  
Patrick Healy
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Compulsory Education ◽  
English For Academic Purposes ◽  
Academic Community ◽  
Teaching English ◽  
Art And Science ◽  
Educational Levels ◽  
Per Se ◽  
Different Levels

This chapter is informed by the author's experiences of teaching English as a Second or Other Language (ESOL) before moving on to teach English for Academic Purposes (EAP). Accordingly, it is shaped by the laments of ESOL practitioners at their perceived Cinderella status and an understanding that EAP teaching is regarded by much of the academic community as support work. Qualifications in EAP per se are not awarded, but rather, like scaffolding, language teaching sits alongside a student's principal course of study. Most EAP teachers have provided scaffolding to the educational edifice at a range of levels spanning compulsory and post-compulsory education. This affords a unique perspective on what teaching looks like at different levels. Founded on a familiarity with pedagogy at other levels then, the chapter draws on personal insights into teaching practices at universities and posits that certain characteristics of teaching younger learners might be equally effective in EAP and throughout the post-compulsory context. After all, pedagogy, the term used to describe teaching throughout educational levels, derives from the Greek “paid,” meaning child, and “agogus,” meaning leader. Thus, pedagogy literally means “the art and science of teaching children” (Knowles, Holton, & Swanson, 2012).

Foreign Language Teaching Practices in 3D Multi-User Virtual Immersive Learning Environments

2017 ◽  
pp. 129-145
Author(s):  
Muhammet Demirbilek ◽  
Vaida Kazlauskaite Siauciune
Keyword(s):  
Foreign Language ◽  
Learning Environments ◽  
Real World ◽  
Teaching Practices ◽  
Language Teaching ◽  
Strong Support ◽  
Foreign Language Learning ◽  
Learning By Doing ◽  
Foreign Language Teaching ◽  
Interactive Nature

3D multi-user virtual environments (MUVE) bring new opportunities to foreign language teaching and learning as a platform for teaching practices. Due to immersive and interactive nature of 3D MUVE, these tools have gained popularity in the field of foreign language learning and teaching. The power of virtual learning environments lies in creating immersive 3-D spaces that give users a sense of learning by doing. Moreover, the environment is interactive and is much the same as real world interaction. MUVE provides strong support for synchronous collaborations, interactions, and immersive environments for experiential and constructivist learning settings. Some key features of the virtual worlds comprise the ability to construct 3D environments that simulate real world situations, as well as the ability to have a virtual identity to create a cross-cultural self and the ability to have participants from around the world acting virtually in designated roles that convey new types of learning within this environment.

Communicative Language Teaching and Related Approaches

1987 ◽  
Vol 8 ◽  
pp. 126-139
Author(s):  
Brian Parkinson ◽  
John Maher
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Alternative Response ◽  
Communicative Approach

In this section we shall look at ‘movements’ or ‘approaches,’ other than the communicative approach, which have influenced language teaching at the same time as the communicative approach has been dominant. Some definitions of the communicative approach include some of the concerns discussed here, while others exclude them, but an understanding of these alternative response to perceived deficiencies in earlier language teaching practices should clarify the context of the communicative movement.

Task-based language teaching practices that support Salish language revitalization

2013 ◽  
pp. 155-166 ◽  
Author(s):  
Arieh (Ari) Sherris ◽  
Tachini Pete ◽  
Lynn E. Thompson ◽  
Erin Flynn Haynes ◽  
Mari C. Jones ◽  
...  
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Language Revitalization

Illuminating the Enactment of High-Leverage Teaching Practices in an Exemplary World Language Teaching Video Library

2019 ◽  
Vol 56 (5) ◽  
pp. 1681-1717 ◽  
Author(s):  
Ling Zhai
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
World Language ◽  
Content Areas ◽  
Video Library ◽  
Teaching Video

In response to the American Council on the Teaching of Foreign Languages’ initiative and the gap existing in identifying high-leverage teaching practices (HLTPs) in world language teaching, this study investigated and decomposed HLTPs in a video corpus of exemplary world language teachers. Specifically, this study clarified the definitions of some identified HLTPs and proposed one new practice—building connections to other content areas to promote students’ communicative competence. The proposed HLTP was broken down into component micro-practices and instructional moves illustrating the ways in which practices were enacted in particular classroom contexts. This line of research is important because only through making visible and breaking down instructional moves can novice teachers quickly grasp practices and truly learn to enact the teaching practice for themselves.

Correlates of early language development in Chinese children

2008 ◽  
Vol 32 (2) ◽  
pp. 145-151 ◽  
Author(s):  
Yiwen Zhang ◽  
Xingming Jin ◽  
Xiaoming Shen ◽  
Jinming Zhang ◽  
Erika Hoff
Keyword(s):  
Language Development ◽  
Environmental Variables ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Language Teaching ◽  
Cross Cultural ◽  
Early Language ◽  
Child Gender ◽  
Grammatical Development ◽  
Early Language Development

Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children's language development and on the language teaching practices used in the home. The children were between 24 and 47 months old. The relation of age-corrected language level to paternal education, child gender, and teaching practice use was examined. Children of more educated fathers were more advanced in language development than children of less educated fathers. Girls were more advanced than boys. Some language teaching practices were positively related to language development but one, the practice of eliciting imitation from children, was negatively related to language development. Vocabulary development showed a greater number of significant relations to environmental variables than did grammatical development. These results suggest the cross-linguistic and cross-cultural generalizability of previous findings from studies of North American samples with respect to correlates of children's early language development.

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