International Current Trends in Applied Linguistics and Pedagogy

✍ Scribed by Isaak Papadopoulos, Sorina Chiper

• Publisher: Nova Science Pub Inc
• Year: 2022
• Tongue: English
• Leaves: 270
• Category: Library

✦ Synopsis

"Superdiverse classrooms, curriculum reforms, the need for alternative, formative assessment methods, sound research to identify student populations at risk, thought-provoking proposals to develop lexical areas and components of intercultural communication skills - these are just a few of the topics that make International Current Trends in Applied Linguistics and Pedagogy a compelling book for anyone interested in theoretical developments, trends, and examples of good practices and inspiring ideas in the field of applied linguistics, language education and pedagogy. This book includes a collection of engaging pieces of research and reminds us that "education is a form of living and in this respect, it is a daily practice that resides between the spaces of phronesis and theoria" (Baldacchino, in this volume). Global in the results reported and innovative in its suggestions, International Current Trends in Applied Linguistics and Pedagogy paves the way for a better understanding of the direction that language education needs to take in the 21st century - a century of multiple and multiplying social, cultural and technological challenges. Through a multidimensional and multicultural collection of research, an attempt is made to shed light onto the current diverse context of research, teaching and learning and offer incentives for further investigating and consideration"--

✦ Table of Contents

Contents
Preface
Chapter 1
One Picture Book, Two Languages: Teaching English as a Foreign Language in Chinese Preschools
Abstract
Introduction
Early EFL Curricula and the Chinese Context
High-Quality EFL Curriculum for Young Children: Four Elements
Curriculum Development
PACE-SEED Overview
Picture Book-Oriented: One Book, Two Languages
An Example Module: ‘What are the Differences between Shapes?’
Tandem Teaching
Meaningful Interactions
Pilot Study
Research Questions
Method
Analysis
Findings
Teachers’ Use of Questions
Teachers’ Feedback to Children’s Responses
Teachers’ Code Switching
Teachers’ Perception on the Curriculum
Discussion
References
Chapter 2
Early Identification of At-Risk Foreign Language Readers
Abstract
Introduction
Reading Components
From Oracy to Literacy
Word Recognition and Language Consistency
The Importance of Sociocultural Factors
The Case of Spanish-Speaker Learners of English as a Foreign Language
Method
Participants
Instruments and Procedure
Results
Discussion
Conclusion and Implications
References
Chapter 3
Promoting Global Citizenship by Raising Intercultural Awareness of Young Language Learners: Perspectives and Practices of
English Language Teachers in Serbia
Abstract
Introduction
Global Citizenship Education
Intercultural Awareness in Teaching Young Learners English
The Background of the Study
The Study
Aims and Research Questions
Method
Participants
Instrument
Procedure
Results
Participants’ Perspectives on ICA and GC
Participants’ Pedagogical Practices Related to ICA and GC
Discussion
Research Question 1: The Participants’ Perspectives Related to ICA and GC
Research Question 2: The Participants’ Self-Reported Pedagogical Practices Related to ICA and GC
Research Question 3: The Participants’ Self-Reported Cultural Resources Used for Developing ICA and GC
Conclusion
References
Chapter 4
Cross-Linguistic Mediation and Foreign Language Teaching in Europe: The Case of the METLA Project
Abstract
Introduction
What Is the METLA Project? Aims and Outcomes
Why a European Project on Mediation?
The Notion of Mediation
Mediation: An Interdisciplinary Term
Mediation in the Foreign Language Teaching Scene
Mediation in the METLA Project
Mediation Tasks in the METLA Project: Philosophy, Goals and Examples
Conclusion
References
Chapter 5
Engagement during Peer Interaction in the Primary English Classroom
Abstract
Introduction
Peer Interaction
Learner Engagement
Methodology
Context, Participants and Tasks
Data Analysis
Questionnaires
Results
Research question 1: How do primary EFL learners express cognitive, social and affective engagement during peer task-based interaction?
Cognitive Engagement
Social engagement
Affective Engagement
Research question 2. How do cognitive, social and affective engagement interrelate during primary EFL learners’ task-based interaction?
Discussion and Conclusion
References
Chapter 6
How to Implement Self-Assessment
to Assist Children’s Language Learning
Abstract
Introduction: Starting from Teachers’ Concerns
Self-Assessment as a Measurement Tool
The Decontextualized Nature of Many Self-Assessments
Processes of Arriving at Self-Assessment Responses
Self-Assessment as a Learning Tool
Conclusion
References
Chapter 7
Assessment Practices of EFL Teachers in Croatia: How Do We Go About Young Learners?
Abstract
Introduction
Language Assessment Literacy of YL Teachers
Research into Language APs of YL Teachers
The Study
Research Aim and Questions
Participants
Instrument and Procedure
Results
Research question 1: What APs are reported as most/least frequently used by Croatian teachers of EFL to YLs?
Research question 2: Are there any differences between participants in the frequency of use of different APs that are influenced by their years of teaching experience?
Research question 3: Does CPD influence the frequency of use of different assessment practices with YLs of English?
Discussion
Conclusion
References
Chapter 8
Perceptions and Attitudes towards Assessment: Focusing on the Use of Portfolios in Formal and Informal Secondary Education in Greece
Abstract
Introduction
Literature Review
Traditional Assessment
Alternative Assessment and Portfolio
Research
Research Questions
The Participants
Research Tool and Technique
Research Results
Adoption of Traditional Assessment
Adoption of Alternative Assessment
Use of Portfolios
Conclusion
Research Limitations and Suggestions
References
Chapter 9
Mapping the BIG Picture: Curriculum Mapping as a Reflective Tool
Abstract
Introduction
Curriculum Guidelines vs. Operational Curriculum
Curriculum Map: Main Components
Example
Phases of Curriculum Mapping
Steps to Curriculum Mapping
Conclusion
References
Chapter 10
Pain Language and Educational Implications in Children’s Lives
Abstract
Introduction
Our Research and Teaching Materials of Dealing with Physical and Psychological Pain
Our Perspective: A Teaching Curriculum for What Was Ready to Come and Makes Us Face the Special Needs of an Educational System
Pain as Love and Compassion in Greek
Our Observational Study
Methods and Participants
Instrument Procedures
Data Description
Suggestions of Language Education in Pain Issues
Pain and Dealing with a Crisis
Examples
Teaching Activities in Pain Language
Results
Functions of Children’s Figurative Pain Language
Examples of How to Teach Applied Pain Language
Class
Method
Language Goals
Teaching Materials
Optional Activity (in Class)
Introductory Activity: Example in Pain Language Acquisition
Dialogue as a Teaching Methodology in Children’s Pain Language Expression
Activities for the Evaluation of Pain Language Acquisition: The Rhetoric of Visual Literacy and Pain Language
Questions Related to Images in the Subject of Pain and Description Comments
Relevant Topics for Consideration in Pain Language Pedagogy
Discussion/Conclusion
References
Chapter 11
To Speak Something Out of Existence: Impossible Pedagogies and the Art of Unlearning
Abstract
Introduction
Disposition and Education’s Disenfranchisement
Paedeia and the Quotidian
Khôra, Mythos and Logos
Education’s Vernacular Possibilities
Mediterranean Returns
Conclusion/Summary
References
Chapter 12
Teaching to Unlearn: Stereotypes in the Intercultural Communication Class
Abstract
Introduction
Stereotypes: Definitions, Sources and Use
Unlearning Stereotypes
Conclusion
References
Chapter 13
Translation in Foreign Language Pedagogy
Abstract
Introduction : Historical Background of Translation as a Pedagogical Tool
The Multilingual Turn and Translation in the New Teaching Context
Method
Study Design, Participants and Duration of the Study
Study Sample Details-Duration of Collecting Data
Data Collection
Data Analysis and Research Limitations
Results
The Use of Translation in Greek Teaching Classrooms
The Use of Available Languages in Learning Process
Linguistic Similarities between Greek and Chinese
Use of Culture in Greek Language Teaching
Discussion
Conclusion
References
Chapter 14
English Teacher Trainees’ Views on Their Preparation for Special-Needs Classrooms: From the Perspective of Time
Abstract
Introduction
Teacher Qualifications for Teaching English as a Foreign Language to Learners with Special Educational Needs in Poland
The Project
Study 1: Teacher Trainees’ Views on Their Preparation for Special-Needs Classrooms – A Brief Overview of a Previous Study
Study 2: A Study of Teacher Trainees’ Views from the Perspective of Time
A Comparative Discussion
Conclusion
References
Chapter 15
Studying Decontextualized Language by Means of a Word Definitional Task in Monolingual and Bilingual Learners with Dyslexia
Abstract
Introduction
Method
Aims, Research Questions and Hypotheses
Participants
Material
Results
Discussion and Conclusion
References
Chapter 16
Dissociation Between Pragmatic Abilities in High-Functioning Greek-Speaking Learners with Autism Spectrum Disorders
Abstract
Introduction
Method
Aims, Research Questions and Hypotheses
Participants
Material
Results
Discussion and Conclusion
References
Biographical Sketches
About the Editors
Contributors
Index
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