UCLan Open Journals (University of Central Lancashire)
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198 research outputs found
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Nostalgia as truth, self preservation or identity formation? – Initial accounts from professional footballers in education.
Full text linkThis paper provides an update on research being undertaking as part of a Professional Doctorate in Education at UCLan. In particular, it discusses a potential theme that may be emerging from the early phases of data analysis. Primarily, the aim of the research is to explore attitudes towards, and perceptions of learning that players aged 16-18 in a Premier League football club display. The first phase of the research focussed on players’ experiences at high school and an initial thematic analysis of one of four focus groups highlighted the emergence of a potential area of interest. Specifically, there appears to be evidence of strong nostalgic recollections from some of the players based upon their past experiences of school. Consequently, it is suggested that this may be due to players becoming anxious as a result of being embedded in the notoriously uncertain and ambiguous environment of professional football. At the time of the focus group the players were waiting on the club to make to a decision about whether they would be offered contract extensions. It is also inferred that the players’ nostalgia could be an attempt to form a shared social identity based upon the machismo stereotypes apparent in elite football. The potential consequences of such a phenomenon are discussed
Attitudes to the Use of L1 and Translation in Second Language Teaching and Learning (Part 2)
Full text linkThis paper reports on the qualitative research carried out on own-language use and particularly translation, previously summarised in an earlier article together with discussion of the quantitative findings and conclusions. A number of ‘mini’ case histories are presented based on face-to-face interviews with teachers together with verbatim respondent comments and opinions. The data illustrate the wide variation in individual views which are often not apparent from quantitative data
More than a second language: Leadership structure and pedagogic strategies in an Australian International Baccalaureate PYP additional language program.
Full text linkGood second language classrooms in international schools are vehicles for fostering intercultural understandings as well as learning an additional language. This paper emanates from a study into the teaching of second languages undertaken across six countries in International Baccalaureate (IB) Primary Years Program schools. A range of languages, IB regions and language teaching approaches were investigated. This paper reports on the Australian case study. Three structural and pedagogic strategies that contribute to teaching a second language and fostering intercultural understandings are identified, including; school leadership, inquiry and concept based learning, and the inclusion of the school community. The findings highlight the compliance role of the IB Programme Standards and Practices for leadership, governance and management. It offers successful leadership and pedagogic strategies that may be useful for other schools engaged in teaching second languages as a means to nurturing intercultural understanding
The Effectiveness of Explicit Corrective Feedback in the Second Language Classroom
Full text linkDespite an increasing push for standardisation in schools, where the focus is increasingly turning to testing, language classrooms in some locations around the world (e.g., North America and Japan) are moving away from grammar-emphasized teaching filled with drills, for an approach that is more communicative (see Lee & VanPatten, 2003; Omaggio Hadley, 2000; Richards, 2006). Research suggests that exposure to native-like language is not enough for learners to achieve acquisition (White, 1991). Student, instead, require opportunities to produce language, complete with errors. For language teachers, the question is how to respond to students’ errors in the classroom, in particular to consider whether error correction is effective. Although many studies have examined this problem, the results are mixed. In order to sort out these mixed results, this study presents the results of a meta-analysis on the effects of explicit oral corrective feedback in the second language classroom. The results reveal a small effect on the ability of explicit feedback to promote language learning, although whether there is a long-term effect that leads to acquisition is not yet confirmed
