scholarly journals Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yang Wang ◽  
Chao Liu
Keyword(s):  
Foreign Language ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Mindful Learning

scholarly journals The translation of onomatopoeias in comics: linguistic and pedagogical implications

2019 ◽  
Vol 61 (1) ◽  
pp. 75-88
Author(s):  
Rosa Munoz-Luna
Keyword(s):  
United States ◽  
Foreign Language ◽  
The United States ◽  
Comic Strips ◽  
Language Classroom ◽  
Foreign Language Classroom

Abstract The present paper aims to compare and analyse three versions of Garfield comic strips, the original and two different translations into Spanish (from the United States, Spain and Argentina, respectively). More specifically this case study focuses on the treatment of onomatopoeias and interjections in the translations, with the purpose of examining the degree of influence of culture and context in the different linguistic equivalents. Finally, some pedagogical implications of the use of comic strips in the foreign language classroom are also discussed.

scholarly journals Performance for Introverts?

2019 ◽  
Vol XIII (2) ◽  
pp. 139-156
Author(s):  
Silja Weber
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Student Agency ◽  
Social Spaces ◽  
Analytic Methods ◽  
Language Classroom ◽  
Foreign Language Classroom

A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.

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