The provision of instruction in English as a foreign language (EFL) is constantly being extended to include ever younger learners. As one of the challenges for pre‐primary EFL instruction is the ...delivery of a sufficient amount of appropriate input, the main aim of this article is to investigate one potential source of such input, namely an animated television series, in terms of its linguistic features and its suitability for use in pre‐primary instruction. More specifically, the article examines a corpus of 88 episode transcripts of the Peppa Pig series. It analyses the extent to which the data contain linguistic features which can also be found in another corpus of spoken English. Following the analysis, recommendations for integrating the series into pre‐primary English instruction are presented.
Nauczaniem języka angielskiego jako obcego obejmowane są coraz młodsze dzieci. Ponieważ jednym z wyzwań w nauczaniu przedszkolnym jest zapewnienie uczniom kontaktu z językiem angielskim w odpowiednim wymiarze, głównym celem tego artykułu jest zbadanie jednego potencjalnego źródła takiego kontaktu, to znaczy animowanego serialu telewizyjnego. Badaniu pod względem cech językowych oraz przydatności w nauczaniu na tym poziomie poddany został korpus składający się z transkryptów 88 odcinków serialu Świnka Peppa. Badanie analizuje zakres w jakim dane z korpusu zawierają cechy językowe, które są również obecne w innym korpusie mówionej angielszczyzny. Po analizie przedstawione są sugestie odnośnie sposobu włączenia serialu w nauczanie języka angielskiego jako obcego na poziomie przedszkolnym.
The fundamental principles of materials development in TESOL
Materials are at the very centre of language teaching, and understanding what goes into creating them is an essential part of a language ...teacher's professional development.
Offering a practical introduction to the fundamental principles of materials development in TESOL, this textbook introduces you to a wide range of theoretical and practical issues in materials development to enable you to make informed and principled choices in the selection, evaluation, adaptation and production of materials.
Advocating a principled approach to the creation of materials, it combines an awareness of relevant language learning and teaching theory with a critical attitude to existing published materials. It also encourages critical reflection by demonstrating how choices need to be informed by an awareness of culture, context and purpose.
Material Development in TESOL's stimulating approach, with thought-provoking, interactive tasks, online resources, and added perspectives from international research, makes it an ideal textbook for language teacher programmes around the world, equipping TESOL student teachers and practicing teachers with the frameworks, resources and practical skills necessary to carry out effective evaluations and to develop principled materials in practice.
Written specifically for TESOL practitioners and those studying TESOL teachingAccessible presentation of concepts and researchAccompanying website provides additional online resources and materialsInteractive tasks and further reading suggestionsEncourages students to critically reflect on their choices of materials
Background
Despite a great deal of studies on blended language learning, synthesized empirical evidence of its effects on language performance is still lacking.
Objectives
To bridge the gap, this ...study aimed to meta‐analyse the effects of blended language learning on EFL learners' language performance.
Methods
Drawing on the framework of AT (Activity Theory), this paper reported results based on a meta‐analysis of the effects of blended language learning on EFL (English‐as‐a‐foreign‐language) learners' language performance with 43 valid effect sizes from 39 experimental and quasi‐experimental studies published during 2000–2021.
Results and Conclusions
The results showed that the overall effect size was significantly moderate for language performance, suggesting that blended language learning is more effective than traditional methods. The moderating effects of AT‐related moderators were analysed. The educational levels, intervention durations, geographic regions and software types were found to be significant moderators, while others did not find a significant moderating effect.
Implications
The results also provided some practical insights into the pedagogical implications for teachers, practitioners, and researchers in blended language learning.
Lay Description
What is already known about this topic
The facilitative effects and educational affordances of blended language learning have been well‐documented.
Existing studies have been helpful in affording insights into the use of blended language learning.
It is difficult to understand the effect size and potential moderators of blended language learning.
What this paper adds
Few studies to date published have directly and systematically meta‐analyse the use of blended language learning.
This study meta‐analyzes literature on blended language learning with respect to the framework of activity theory.
Blended language learning is found to be more effective than traditional methods.
Implications for practice
Pedagogical potentials of blended language learning should be encouraged to explore among EFL learners of different educational levels.
Educational affordances of blended language learning should be integrated into the curriculums depending on the educational needs and purposes.
Researchers should design the research with larger sample sizes and long‐term durations to increase the reliability of findings.
Como parte de las transformaciones educativas que ocurren en sintonía con el proceso de globalización sociocultural y económica, es importante que en los países latinoamericanos se fortalezca el ...desarrollo de las competencias comunicativas en diferentes idiomas, particularmente en la lengua inglesa, por su gran expansión a nivel mundial. Por supuesto, esta realidad está presente en el contexto ecuatoriano y, en tal sentido, este estudio tuvo como objetivo describir los factores que determinan el desarrollo de las destrezas de escritura de los estudiantes en un contexto en el que el inglés se enseña mediante el enfoque de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). Tanto la recolección como el análisis de los datos se utilizó un método mixto que incluyó elementos del enfoque cualicuantitativo. Los participantes fueron 62 estudiantes de tercer año de bachillerato internacional y 3 profesores de un colegio bilingüe ecuatoriano en English as a Foreign Language (EFL). Los resultados mostraron que, a pesar de que la mayoría de los profesores eran hablantes nativos con un título en enseñanza de inglés como lengua extranjera, carecían de formación en cuestiones relativas al enfoque tales como: el contenido de las asignaturas, la escasa disponibilidad de material didáctico sobre el contenido y la falta de estrategias adecuadas de los profesores para trabajar con las destrezas de escritura, así como la falta de retroalimentación significativa y directa, limitaron el progreso de las destrezas de escritura de los estudiantes en un contexto AICLE.
Wie können Lehramtsstudierende besser auf ihren Beruf vorbereitet werden? Die explorative Studie befasst sich mit der Entwicklung und Evaluation einer universitären Professionalisierungsmaßnahme im ...Rahmen des Praxissemesters. Ziel ist es, angehende Lehrkräfte sukzessiv für die Planung und Durchführung von inklusivem Unterricht im Fach Englisch vor dem Hintergrund des Universal Design for Learning (UDL) und eines Planungsleitfadens zu qualifizieren. U.a. zeigt sich eine signifikante Steigerung der studentischen Selbstwirksamkeitserwartungen bezogen auf inklusive Unterrichtsgestaltung. Die Studie leistet einen ersten Beitrag zur Erforschung des Potenzials von inklusionsorientierten Professionalisierungsmaßnahmen vor dem Hintergrund des UDL im Fach Englisch. (DIPF/Orig.)
Service-Learning (SL) is an educative methodology that combines student’s pragmatic and inclusive learning, and benefits community. In addition, together with supervised physical activity (PA) and ...Total Physical Response (TPR) group games, it could make the foreign language learning more natural and effective. The main aim of this study is to analyse the effects of SL competences on university students of Primary Education specialised in English language teaching. The participants were students of the Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, and the course was Didactics of Literature for Children and Young People in a Foreign Language: English. The SL experiences of 14 students who offered services to migrants by Teaching English as a Foreign Language (TEFL) with TPR as a main tool, showed to the students a new pedagogical space and a break in traditional teaching practices. In conclusion, TPR-based SL is a useful methodology to teach English and obtain new perspective of TEFL. Moreover, PA is a tool that favours the development of academic, professional, and personal skills of university students of Primary Education specialised in English language teaching.
El Aprendizaje-Servicio (ApS) es una metodología que combina las experiencias de aprendizaje pragmáticas e inclusivas, al tiempo que se satisfacen las necesidades de la sociedad. Si a ello se le suma una práctica de actividad física (AF) controlada y juegos socializadores a través de la metodología de Respuesta Física Total (en inglés Total Physical Response, TPR), la adquisición de una lengua extranjera podría resultar más efectiva y natural. El objetivo principal de este estudio es el análisis de la adquisición de las competencias que el ApS produce en el alumnado universitario de la asignatura de la mención de inglés, Didáctica de la Literatura Infantil y Juvenil, en el Grado de Primaria de la Facultad de Ciencias de la Educación y del Deporte de Melilla de la Universidad de Granada. A partir de las experiencias de 14 estudiantes sobre la enseñanza del inglés como Lengua Extranjera (ILE) en un programa ApS con colectivo migrante a través de TPR se observa como estas metodologías suponen un espacio pedagógico nuevo para los docentes de inglés, y a su vez, la ruptura de una enseñanza tradicional. Del mismo modo, como resultado principal se puede constatar que el ApS aplicado al proceso de enseñanza y aprendizaje de la adquisición de una lengua extranjera, con la AF como instrumento, es una metodología que propicia el desarrollo de competencias académicas, profesionales y personales del alumnado universitario de la mención de Inglés del Grado de Educación Primaria.
This work highlights a popular form of volunteer tourism in Southeast Asia — Teaching English as a Foreign Language Volunteer Tourism (TEFL VT). Given the limited literature on this niche form of ...tourism, the purpose of this paper was to gain a better understanding of and differentiation between TEFL VT and TEFL jobs in Thailand based on analyzing the content of position advertisements. TEFL jobs were found to be predominantly long-term paid positions located in Bangkok that preferred college-educated native English speaking Western expatriates with teaching experience, whereas TEFL VT programs were primarily short-term, outside of Bangkok, and did not require teaching experience nor formal education beyond high school. TEFL VT programs were also less restrictive than TEFL jobs with regards to who could apply, required payment, involved activities outside of teaching, and focused not solely on students but also volunteer benefits while distancing themselves from the mass tourism industry.
•TEFL VT and TEFL job advertisements in Thailand differed based on description, qualifications, and benefits.•TEFL jobs were long-term, Bangkok based, paid, and restricted to experienced college-educated native English speakers.•TEFL job advertisements focused on teaching responsibilities and discouraged tourists from applying.•TEFL VT placements were short-term, outside Bangkok, included a variety of activities, and welcomed all applicants.•TEFL VT programs distanced themselves from mass tourism, required payment, and mutually benefited students/volunteers.
How can teacher training students be prepared better for their profession? This explorative study deals with the development and evaluation of a university-based professionalization measure in the ...context of the internship semester. The aim is to qualify prospective teachers successively for the planning and implementation of inclusive teaching in the subject English against the background of the Universal Design for Learning (UDL) and a planning guide. Among other findings, a significant increase in students' self-efficacy expectations related to inclusive instructional design was observed. The study makes a first contribution to researching the potential of inclusion-oriented professionalization measures against the background of the UDL in the school subject English.
Wie können Lehramtsstudierende besser auf ihren Beruf vorbereitet werden? Die explorative Studie befasst sich mit der Entwicklung und Evaluation einer universitären Professionalisierungsmaßnahme im Rahmen des Praxissemesters. Ziel ist es, angehende Lehrkräfte sukzessiv für die Planung und Durchführung von inklusivem Unterricht im Fach Englisch vor dem Hintergrund des Universal Design for Learning (UDL) und eines Planungsleitfadens zu qualifizieren. U.a. zeigt sich eine signifikante Steigerung der studentischen Selbstwirksamkeitserwartungen bezogen auf inklusive Unterrichtsgestaltung. Die Studie leistet einen ersten Beitrag zur Erforschung des Potenzials von inklusionsorientierten Professionalisierungsmaßnahmen vor dem Hintergrund des UDL im Fach Englisch.
PDF
