1,720,984 research outputs found
Seven Biblical Themes for Language Learning
No full textAlthough vital to cross-cultural missions, language learning presents a major challenge for missionaries. The author introduces biblical themes for language learning
Examining Pre-Service Teachers’ Perceptions toward Translanguaging, their Language Ideologies and Self-Efficacy to Teach Emergent Bilinguals
No full textBackground: School systems have long treated languages as decontextualized bounded entities which supports a monolingual ideology and stifles emergent bilinguals’ (EBs) fluid language practices use by drawing from their full linguistic repertoire for meaning making, termed translanguaging. These beliefs about languages, speakers and their discursive practices are called language ideologies and have been linked to pre-service teachers’ (PSTs) perceptions on translanguaging, which can shape classroom language norms and language practices to teach EBs. Understanding PSTs’ perceptions on language use in the classroom has been linked to their perceived sense of efficacy to educate EBs, which can ultimately influence their instructional decisions and interaction with students. However, scant research addresses how PSTs’ perceptions on translanguaging and language ideologies influence their self-efficacy to teach EBs. Purpose: Framed by translanguaging theory and language ideologies, this mixed methods study investigated three research questions: 1) What are PSTs’ perceptions toward translanguaging, language ideologies and self-efficacy to teach EBs? 2) In what ways are PSTs’ language ideologies connected to their perceptions on translanguaging? 3) How do PSTs’ translanguaging perceptions, language ideologies and other demographic backgrounds influence their self-efficacy for future teaching of EBs? Methods: Participants were pursuing teaching degrees and enrolled in one of five compulsory ESL/bilingual teacher education courses at a large public university. Using an explanatory sequential design, phase 1 of the study involved surveying 138 PSTs using a Translanguaging in Teacher Education Survey (Cronbach's alpha of .90), a 31-item scale measuring three constructs of interest (translanguaging perceptions, language ideologies, teacher self-efficacy). Quantitative data analysis included descriptive statistics, exploratory factor analysis, and multiple linear regression. In phase 2, semi-structured interview prompts were designed to expand on quantitative findings based on the three constructs of interest. Six PSTs, engaged in in-school field experiences, were purposefully selected for follow-up interviews. Qualitative interview data were coded and thematically analyzed for emerging themes. Results: Descriptive statistics revealed PSTs tended to have positive perceptions toward translanguaging, more asset-based ideologies, and higher level of self-efficacy to teach EBs. Pearson correlation analysis revealed a moderate significant positive correlation between PSTs’ perceptions on translanguaging and their language ideologies. Multiple regression analysis revealed three significant predictors for teacher self-efficacy: Translanguaging perceptions, Language use at home, Pursuing ESL/bilingual educator certification. Thematic analysis of interview data revealed six themes from PSTs’ responses: Translanguaging for meaningful purposes; Potential for translanguaging pedagogy; Home language as bridge and right; Sources of PSTs’ language influence; Increasing teacher self-efficacy through student teaching and modeling; Challenges of linguistic demands when teaching EBs. Conclusion: Findings add to the paucity in literature on the connection between PSTs’ beliefs about translanguaging and their self-efficacy to teach EBs. The findings call for future research to seek opportunities to pivot teacher preparation to include translanguaging pedagogies as part of teacher education coursework and student teaching in order to counter deficit based monoglossic ideologies, better equip PSTs for multilingual classroom realities, help foster a dynamic view of bilingualism and greater sense of efficacy to teach EBs.Curriculum and Instruction, Department o
Word Lists for Vocabulary Learning and Teaching.
Full text linkWithin the communicative approach, often the assumption has been that with the right exposure, students will simply pick up the vocabulary required for learning and using English, and thus there is no need to focus on or teach it. Yet, as many teachers can attest, this is frequently not the case, and there have been recent efforts to reemphasize vocabulary learning and teaching in both research and practice. This article surveys the literature on word lists for vocabulary teaching in English as a second/foreign language (ESL/EFL), especially for adults, briefly summarizing their potential for learners and teachers in learning and teaching English vocabulary. After discussing general and academic word lists, it introduces contributions from recent corpus research resulting in 2 lists of English formulaic expressions and 8 subject-specific English word lists, in fields varying from agriculture, business, and engineering to medicine and theology. Finally, it offers suggestions for their potential in vocabulary teaching
Using Appreciative Inquiry for a Positive Approach to English Language Teaching and Teacher Education
Full text linkWe live during challenging times, in a divisive world. English language students, teachers, and teacher educators long for positive input and useful perspectives. Ephesians 4:29 tells us to use language to build others up. Accordingly, this article aims to help English language students, teachers, and teacher trainers to take a positive approach to their activities. Following an introduction, it first introduces appreciative inquiry (AI), an approach to change that offers positive assumptions and affirmative questions. Second, it describes three case studies that used AI in ESL/EFL teaching and teacher education. Third, it concludes with a discussion of potential AI connections for taking a positive approach to teaching and teacher training, and offers additional resources so readers may locate further ways to implement aspects of AI in their work in English language teaching
Definitions in theology lectures: Implications for vocabulary learning
No full textEnglish language learners studying at the tertiary level face many challenges, and developing academic language proficiency is a major one which requires the acquisition of both the academic and technical vocabulary of their disciplines. Recognizing that the natural oral input such learners receive is a key resource for relevant vocabulary learning, this article describes a case study of definitions in the introductory theology course of one graduate school in central Canada. Eight representative lectures from the semester-long course were transcribed and 269 definitions were identified in them, and then categorized using Flowerdew’s (1992) classifications. The article outlines both quantitative and qualitative data, with example definitions, and draws on and compares its results with relevant previous work in the sciences. It concludes that there are many commonalities between definitions in the two fields, yet there are also understandably some major differences. Thus the article adds to an earlier taxonomy and discusses possible implications for technical vocabulary learning in theology and other fields, noting several key points for EAP and ESP professionals
Is English a blessing or a curse in missions?
No full textChristians are charged with taking the gospel to all nations, and therefore inevitably work in cross-cultural situations. But the current prominence of English as an international language creates potential problems in our approaches to missions and to communicating the gospel. Most importantly, neglecting to speak people’s local heart language may prevent us from connecting deeply with them. We believe English can be a blessing in sharing the gospel, but that there is also great potential for it to cause harm. So should native English-speaking Christians use English as our primary means of communication in missions? In this article, we consider relevant issues and suggest several principles to help formulate a useful perspective in moving forward
Reflections on Incorporating Virtues in an Intercultural Communication for Teachers Course
Full text linkChristians teaching English as a second or foreign language (ESL/EFL) address cultural issues to improve students’ intercultural communication. In reflecting on my experience delivering a teacher training course, this article describes strategies for incorporating seven virtues in an Intercultural Communication for Teachers class. It first outlines foundational background and then offers examples of ways students in the course may go deeper with Christian virtues in their reflection and in their ESL/EFL teaching. It also introduces Scriptures and relevant resources that may be useful to professors involved in teacher training and to teachers who wish to incorporate virtues into ESL/EFL classes
Second Language Acquisition Applied to English Language
No full textWhether a second language is learned as a child, teenager, or as an adult, second language acquisition research has noted certain patterns that can help ESL/EFL teachers prepare their lessons. Learn the three essential components of ESL/EFL students’ learning and other factors that can improve or challenge a student’s ability to learn.https://digitalcommons.biola.edu/faculty-books/1465/thumbnail.jp
Faith and learning integration in ESL/EFL instruction: A preliminary study in America and Indonesia
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