1,721,011 research outputs found
Kielen oppimisen virtauksia ja pedagogiikan pyörteitä: näkökulmia tutkimukseen ja laajeneviin oppimisympäristöihin
Full text linkIn this introduction to the Yearbook of the Finnish Association for Applied Linguistics (AFinLA), we outline current theoretical flows in research on language learning and teaching. Recently, phenomena such as multilingualism, increasing migration, multimodality and the emergence of technologically-mediated learning environments have led researchers of L2 learning and pedagogy to reconsider central notions in their fields. In current theorization of language learning, conceptualizations of language, learning, learners and the world they inhabit increasingly emphasize the dynamic and situated nature of the learning process. In outlining this changing theoretical landscape, we draw on the three keynote presentations at the 2014 AFinLA Autumn Symposium, given by professors Lourdes Ortega (Georgetown University), Elizabeth Lanza (University of Oslo) and Paula Kalaja (University of Jyväskylä), and at the same time introduce the individual contributions to this volume, which are based on presentations given at the symposium. We conclude by reflecting on how the changing landscape of language education challenges both educational practitioners and researchers to construct and critically investigate new kinds of learning environments.
Teacher smiles as an interactional and pedagogical resource in the classroom
Full text linkIn classroom settings, laughter and smiles are resources for action that are available to both teachers and students. Recent interactional studies have documented how students use these resources to deal with trouble of various kind, but less is known about the sequential and activity contexts of teachers' laughter-relevant practices, as well as their pedagogical functions. We use multimodal conversation analysis (CA) to investigate the interactional unfolding and pedagogical orientations of teacher smiles during instructional IRE (initiation-response-evaluation) sequences in a corpus of 37 bilingual lessons collected in schools in Finland and Spain. In analysing the focal smiles, we pay attention to their temporal relationships to students' preceding and subsequent facial expressions and the unfolding of on-going talk. We argue that smiling can index teachers' affiliative and pedagogical responsiveness to troubles and competences implied by prior student actions. The analysis of selected data fragments shows how smiling is part of multimodal action packages through which teachers manage momentary action disalignments and restore a sense of students as competent actors. The findings contribute towards recent CA research on the embodied and interactional nature of teaching and learning by showing some ways in which smiling is a situated practice used for professional purposes. (C) 2020 The Author(s). Published by Elsevier B.V
Uses of interpersonal touch in educational settings : A methodological commentary
Full text linkTouch is a primordial resource for interaction and for managing social relations, something that quite literally connects us with other human beings. This discussion paper approaches the articles in this special issue from a methodological perspective by reflecting on analytical challenges and possibilities in investigating interpersonal touch in educational encounters. It will briefly outline relevant methodological issues and transcription-related concerns in approaching interpersonal touch from a multimodal and sensorial research perspective. Key ideas in the empirical articles are then discussed with a view to what kinds of insights the articles in the special issue generate for future studies of interpersonal touch in educational settings
S2-oppijoiden tekstinymmärtämisen tukeminen lukutehtävillä : tehokkaista lukustrategioista eväitä oppikirjateksteistä opiskeluun
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Professional Embodiment : Walking, Re-engagement of Desk Interactions, and Provision of Instruction during Classroom Rounds
No full textUnlike continuous whole-class (plenary) interaction, independent task work involves incipient teacher–student talk, as the teacher typically ‘makes rounds’ to engage in brief desk interactions with students. This article draws on multimodal conversation analysis to investigate how teacher movement during tasks offers resources for re-engaging in desk interactions and offering task-related guidance. The focus is on teachers’ walking trajectories and ways of positioning the body, and students’ orientation to them, in (i) (pre-)opening moments of a desk interaction, and (ii) during a subsequent instructional turn that guides students with the ongoing task. The analysis shows how the pedagogical actions of checking and assessing student progress as well as making oneself available to students become observable in ways of walking, and how students display bodily whether they need teacher help. Movement also offers resources for shifting from individualized to collective instruction during rounds. These findings suggest that ways of navigating the body in the classroom space can index pedagogical concerns, which the students can use to make sense of the teachers’ ongoing and projected engagements.peerReviewe
The integration of content and language in students’ task answer production in the bilingual classroom
No full textThe notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development. This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on conversation analytic methodology, text production is investigated as a social and sequentially evolving phenomenon. The analysis focuses on interactional sequences through which secondary school students produce and revise written task answer formulations. Sequential analyses of selected interactions describe the interactional organisation of the focal practice and show how, in their negotiation about what and how to write, students integrate content and language in everyday school work. It is argued that an investigation of what is at stake to students when they produce texts can shed light on their practical orientations to content and language integration. Based on such perspectives, integration appears a more complex phenomenon than the interface of form and meaning.peerReviewe
Knowing matters : how students address lack of knowledge in bilingual classroom interaction
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Oppimisympäristöt muutoksessa: sosiaalisen vuorovaikutuksen näkökulmia digitaalisiin oppimateriaaleihin
No full textViimeaikainen teknologinen kehitys on tuonut erilaiset digitaaliset laitteet ja näiden käyttämät sovellukset osaksi arkielämäämme. Samalla nuorten ’diginatiivien’ arjessa opitut taidot ja kiinnostuksen kohteet on valjastettu myös osaksi koulutuspoliittista muutostyötä. ’Uusi oppiminen’ (Eduskunnan tulevaisuusvaliokunta 2013) on nähty paitsi kohdistuvan näihin digitaalisiin lukutaitoihin myös rakentuvan niiden perustalle. Tässä artikkelissa pohdin meneillään olevaa oppimisympäristöjen muutosta arkisesti luokkahuoneiden sosiaalisen vuorovaikutuksen näkökulmasta. Millä tavoin uudet ympäristöt ja materiaalit kenties muuttavat luokkahuoneen käytänteitä vai muuttavatko lainkaan? Mikä on ihmisten ja kasvatusideologioiden osuus koulun muutoksessa?nonPeerReviewe
Tietäminen ja oppiminen vieraskielisen luokkahuoneen vuorovaikutuksellisina toimintoina
Full text linkTeppo Jakosen soveltavan kielitieteen alaan kuuluva väitöskirja tarkastettiin Jyväskylän yliopistossa 22. marraskuuta 2014. Vastaväittäjänä toimi apulaisprofessori John Hellermann (Portland State University, USA) ja kustoksena professori Tarja Nikula.Teppo Jakonen: Knowing matters. How students address lack of knowledge in bilingual classroom interaction. Jyväskylä Studies in Humanities 235. Jyväskylä: Jyväskylän yliopisto 2014. Kirja on luettavissa osoitteessa http://urn.fi/URN:ISBN:978-951-39-5934-0
Building Bridges - How secondary school pupils bring their informal learning experiences into a Content and Language Integrated (CLIL) classroom
No full textThis article explores how students’ informal language learning experiences with English find their way into the formal context of content-based language teaching (CLIL). The analysis is focused on stretches of classroom talk in which native Finnish-speaking students draw on their expertise of English-language popular culture, and use their knowledge as a semiotic resource for producing various types of actions. Based on the data, it is argued that the organisation of peer group talk in the language classroom provides students with affordances for participation that are characteristically different from whole-class interaction. In this environment, global popular culture and conversational humour intertwine with the official business of learning. Moreover, the findings are used to problematize a monolithic conceptualisation of ‘classrooms’ as a formal context for language learning within the dichotomy of formal/informal. Instead, it is suggested that many interactional practices in classrooms, such as those described in this article, share similarities with everyday interaction, the pedagogic implications of which are briefly discussed.peerReviewe
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