Tertiary Education Language Learning A Collection Of Research
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Tertiary education language learning: a collection of research by Salomi Papadima-Sophocleous,Elis Kakoulli Constantinou,Christina Nicole Giannikas Pdf
Despite the contributions language centres across the globe have made to language education and higher education in general, few publications have a specific focus on research work produced by language centre faculty. The purpose of this reviewed, edited volume entitled Tertiary education language learning: a collection of research, consisting of eight chapters, is to fill some of this gap by giving insights into the type of research conducted in various fields of applied linguistics in a university language centre context. The volume may be of interest to university language centre practitioners and researchers, university policymakers and administrators, general language practitioners, teacher trainers, and university curriculum academic bodies. The editors hope that the present publication will be viewed as a valuable contribution to the literature and a worthy scholarly achievement.
The Design and Implementation of Blended Language Courses in Tertiary Education by Sylvia Maciaszczyk Pdf
The book proposes a comprehensive framework for blended language course design. It builds extensively on existing literature on the subject and draws from empirical research presented therein. The framework will be of help for blended language course authors and designers, as well as publishers, heads of studies, teacher trainers, decision makers at all levels and also language teachers.
Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning by El Shaban, Abir,Abobaker, Reima Pdf
Many research studies show that the use of technology inside and outside classrooms makes teaching and learning more engaging and motivating. Technology can provide learners with endless opportunities and can improve the learning experience, simplify access to educational resources, enhance autonomous learning, meet individual learning needs, and prepare the learners for future career success when using it to foster 21st-century skills. However, the range and number of technologies currently available can yield challenges for educators if they do not know how to effectively integrate them into their teaching pedagogy. Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning discusses the skills necessary for successful technology use in education and examines technology tools that assist in teaching different languages with a focus on English as a Foreign Language (EFL). Covering a range of topics such as reading, writing, and integrated language skills, this book is ideal for instructors, policymakers, administrators, researchers, practitioners, academicians, and students.
New to the LSP classroom? A selection of monographs on successful practices by Martina Vránová Pdf
As Languages for Specific Purposes have always been defined as student-oriented, the rationale behind this volume is to use the rather neglected niche of the other necessary agent of language instruction and thus focus on the LSP practitioner. This turn towards the instructor has been motivated by the fact that a great number of LSP practitioners enter their jobs without previous expertise. They lack LSP education, or they may not even have a background in applied linguistics. This motivation has proven valid as many of the volume’s contributors have faced this particular situation in their professional lives. For insights into the LSP field and guidelines on the best practices, they must rely on their colleagues who offer to share their experience through workshops, conferences, or papers, which is what this volume provides. The primary goal of this volume is to present considerations of what challenges LSP practitioners face and should be prepared for in their jobs and to provide practice-tested methodological guidelines on such demanding teaching techniques as blended and flipped learning or tandem learning. All papers have been written by LSP practitioners and researchers in higher education. Thus, this volume provides both guidance and self-reflection. In other words, it is written by experienced LSP practitioners for aspiring LSP practitioners about how they see themselves and what effort they make to meet the challenges of their jobs. As proof that LSP practice is a global challenge, papers have been collected from many European countries, the USA, Uruguay. Even though most papers are naturally concerned with English, being the lingua franca of today, the collection also features guidelines for teaching Spanish, French and Dutch for specific purposes. Moreover, the target disciplines these languages are taught for encompass business, engineering, sociology or medicine, thus supporting the assumption of the universal character of problems LSP practitioners deal with.
Global Perspectives on Higher Education by Jacqueline S. Stephen,Georgios Kormpas,Christine Coombe Pdf
This edited volume explores the impact of recent events worldwide that commanded rapid transformation with the areas of teaching, learning, assessment, administration, and academic support systems in today’s higher education institutions globally. It draws on a range of theories and research to provide global perspectives on student and instructor-centered approaches, such as, teaching, learning, assessment, technology use, student and instructor success, curriculum and instructional design, professional development, and academic and administrative support systems. The chapters in this volume capture the personal experiences of educators, educational support professionals, and emerging teachers who encountered crises in the form of disruptions (i.e., COVID-19 pandemic), advancements (i.e., technology), and transformations (i.e., practices, procedures). Educators, administrators, and policymakers benefit by learning about the ways other institutions of higher education continue to adapt to address emerging gaps.The 33 chapters in this volume were authored by international researchers, practitioners, and experts from 20 countries. This diverse group of authors share their experiences in creating opportunities from challenges to address gaps in higher education exposed by disruptions from the external and internal environments.
Global Perspectives on Language Education Policies by JoAnn (Jodi) Crandall,Kathleen M. Bailey Pdf
Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. The fifth volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
Innovative language teaching and learning at university: a look at new trends by Nelson Becerra,Rosalba Biasini,Hanna Magedera-Hofhansl,Ana Reimão Pdf
The present volume collects papers from InnoConf18, which took place at the University of Liverpool in June 2018. The theme of the conference was ‘New trends in language teaching and learning at university’. The contributions collected here aim to reflect on best practice in the sector while at the same time capturing state-of-the-art language teaching and learning methodologies. The short papers in this peer-reviewed selection display examples of active learning and student empowerment across all levels of learning and demonstrate the benefits of maximising engagement through a creative and inspiring learning environment. We believe this volume will be of use to language teachers and practitioners in higher education and beyond.
Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching by Zou, Bin,Thomas, Michael Pdf
Technology has become an integral part of our everyday lives. As todays teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but how? The Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching is a critical scholarly publication that examines the relationship between language education and technology and the ability to improve language education through technological advances. Featuring coverage on a wide range of topics, such as computer-assisted language learning, flipped instruction, and teacher education, this publication is geared toward researchers, practitioners, and education professionals seeking relevant research on the improvement of language education through the use of technology.
Research Questions in Language Education and Applied Linguistics by Hassan Mohebbi,Christine Coombe Pdf
This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions. Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods, classroom research, form-focused instruction, age effects, literacy, proficiency, and teacher education and teacher development. The book serves as a reference and offers inspiration to researchers and students in language education. An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL
Learning and Collaboration Technologies: New Challenges and Learning Experiences by Panayiotis Zaphiris,Andri Ioannou Pdf
This two-volume set LNCS 12784 and 12785 constitutes the refereed proceedings of the 8th International Conference on Learning and Collaboration Technologies, LCT 2021, held as Part of the 23rd International Conference, HCI International 2021, which took place in July 2021. Due to COVID-19 pandemic the conference was held virtually.The total of 1276 papers and 241 posters included in the 39 HCII 2021 proceedings volumes was carefully reviewed and selected from 5222 submissions. The papers of LCT 2021, Part I, are organized in topical sections named: Designing and Developing Learning Technologies; Learning, Teaching and Collaboration Experiences; On-line vs. in Class Learning in Pandemic Times.
Cross-Curricular Approaches to Language Education by Eleni Agathopoulou,Angeliki Psaltou-Joycey,Marina Mattheoudakis Pdf
Current applied linguistic research generally supports the adoption of interdisciplinary approaches in education with the objective of enhancing learners’ progress and teachers’ practices. In this spirit, this edited volume explores the issue of cross-curricular learning and teaching from a wider perspective. The twenty-three papers collected here are categorised in four thematic units, all of which, however, share a common feature: they focus on interdisciplinary learning and promote the integration of knowledge and skills from various subject areas. As such, all the papers brought together in this volume, thus, emphasise the interconnectedness of knowledge and ideas in primary, secondary and tertiary education. The theme of Cross-Curricular Teaching and Learning is related in this volume to Intercultural Education, to Content and Language Integrated Learning, and to Information and Communication Technology (ICT). The book will be of interest to scholars who are interested in relevant research-based data and results, and to educators who wish to update their knowledge about cross-curricular teaching and improve their language teaching practices.
Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching by Sviatlana Karpava Pdf
"Embracing the contemporary reality of multilingualism, multiculturalism and internationalization of higher education , this book aims to increase the awareness about their benefits in building inclusive teaching, learning and assessment and collaboration worldwide"--
CLIL Experiences in Secondary and Tertiary Education by David Lasagabaster,Aintzane Doiz Pdf
This volume provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to support integrated learning. The studies in each of the eight chapters are built on an in-depth critical review of research which enables the reader to carefully position the challenging questions posed.
Language Alternation, Language Choice and Language Encounter in International Tertiary Education by Hartmut Haberland,Dorte Lønsmann,Bent Preisler Pdf
Reflecting the increased use of English as lingua franca in today’s university education, this volume maps the interplay and competition between English and other tongues in a learning community that in practice is not only bilingual but multilingual. The volume includes case studies from Japan, Australia, South Africa, Germany, Catalonia, China, Denmark and Sweden, analysing a range of issues such as the conflict between the students’ native languages and English, the reality of parallel teaching in English as well as in the local language, and classrooms that are nominally English-speaking but multilingual in practice. The book assesses the factors common to successful bilingual learners, and provides university administrators, policy makers and teachers around the world with a much-needed commentary on the challenges they face in increasingly multilingual surroundings characterized by a heterogeneous student population. Patterns of language alternation and choice have become increasingly important to the development of an understanding of the internationalisation of higher education that is occurring world-wide. This volume draws on the extensive and varied literature related to the sociolinguistics of globalisation – linguistic ethnography, discourse analysis, language teaching, language and identity, and language planning – as the theoretical bases for the description of the nature of these emerging multilingual communities that are increasingly found in international education. It uses observational data from eleven studies that take into account the macro (societal), meso (university) and micro (participant) levels of language interaction to explicate the range of language encounters – highlighting both successful and problematic interactions and their related language ideologies. Although English is the common lingua franca, the studies in the volume highlight the importance of the multilingual resources available to participants in higher educational institutions that are used to negotiate and solve their language problems. The volume brings to our attention a range of important insights into language issues found in the internationalisation of higher education, and provides a resource for those wishing to understand or do research on how language hybridity and multilingual communicative practices are evolving there. Richard B. Baldauf Jr., Professor, The University of Queensland
