5,076 research outputs found

    Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools

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    We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at the primary level is a motivating alternative to playful teaching techniques traditionally championed at the primary level. Moreover, it may be a way of bridging the problematic gap between the primary and secondary levels as tasks can prepare young learners for the challenges they will face at the secondary level.Nous suggérons que des tâches complexes peuvent être présentées aux apprenants dès l’école primaire à l’aide des médias numériques sous la forme de différentes applications. Comme base théorique, nous exposerons d’abord les principes de l’enseignement de l’anglais dans les écoles primaires (en Allemagne). Ensuite, nous examinerons le cadre de l’enseignement des langues basé sur les tâches de Nunan (2004) et nous étudierons comment les tâches à médiation numérique peuvent être reliées à ce cadre. Ensuite, nous nous pencherons sur les tâches complexes telles que décrites par Hallet (2011) et présenterons un exemple de tâche numérique complexe pour de jeunes apprenants d’anglais langue étrangère que nous avons développée pour et testée dans une classe d’école primaire allemande. Il est suggéré que le TBLT au niveau primaire est une alternative motivante aux techniques d’enseignement ludiques traditionnellement défendues au niveau primaire. De plus, cette méthode peut être un moyen de combler le fossé problématique entre l’école primaire et secondaire, car les tâches peuvent préparer les jeunes apprenants aux défis qu’ils devront relever au niveau secondaire

    Transition of pupils from Key Stage 2 to 3 deemed gifted and talented in mathematics: an initial study

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    In this article Geoff Tennant and Dave Harries report on the early stages of a research project looking to examine the transition from Key Stage (KS) 2 to 3 of children deemed Gifted and Talented (G&T) in mathematics. An examination of relevant literature points towards variation in definition of key terms and underlying rationale for activities. Preliminary fieldwork points towards a lack of meaningful communication between schools, with primary school teachers in particular left to themselves to decide how to work with children deemed G&T. Some pointers for action are given, along with ideas for future research and a request for colleagues interested in working with us to get in touch

    Picturing another culture: Developing language proficiency, empathy, and visual literacy through art

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    Integrating art (paintings, sculptures, photography, and other types of images) into second language (L2) instruction, can have a positive effect on language acquisition and developing intercultural understanding. As the instructor provides visual scaffolding, learners at all proficiency levels have the opportunity to engage more deeply with L2 course materials. Not only can students learn to interpret imagery and create their own effective combinations of visuals and texts, they also develop some familiarity with seminal artwork from the target culture. This article outlines how spiraling art through a language curriculum can aid vocabulary retention, illustrate poetic language, and raise awareness of diversity and inclusion. As a result, learners investigate and interact with the products, practices, and perspectives of the L2 culture while simultaneously developing visual analysis skills - the latter essential in an age in which both authentic and digitally manipulated imagery dominate the media and social discourse.Accepted manuscrip

    Towards a Critical Perspective on Digitalisation and Initial Teacher Education: Moving Beyond the Brick and Mortar

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    As the pandemic spread, it placed immense pressure on the transformation of the education sector and pushed the sector to fast-track their digital education strategy, especially sharing resources and embracing ubiquitous learning. This necessitated digital transformation, inclusive pedagogies, and reliable connectivity. However, the education sector finds the transition from the legacy traditional face-to-face approach to digital education daunting. The ongoing digital skills dearth among teachers threatens the e-education and equitable educational provisioning agenda of the South African National Development Plan 2030i. In turn, this has a huge impact on learners in the public-school system, who must develop their digital skills and competencies to effectively participate in the global economy, technology sector, and social entrepreneurial activities. The intersection of digital skills and entrepreneurship have been the engine for creating new jobs, advancing innovation and enhancing productivity. These three constructs, the creation of new jobs, advancing innovation, and enhancing productivity, are the imperatives of the National Development Plan 2030. While the primary focus is on digital transformation as an education imperative, this paper used Bernstein’s pedagogic device lens to examine the larger context and framing of digitalisation in education and cultural capital to discern ways in which competencies (the ecosystem of knowledge and skills) may be developed within the existing culture in the public-school system. Digitalisation in education entails a shift from the traditional face-to-face and often ‘brick and mortar’ based approach to a hybrid approach to enhance access and learners’ experience. Furthermore, this study answered questions about the relationship of the technology to teaching and learning. This is driven by increasingly digitally savvy learners, their complex needs, and the demand for ubiquitous access to education. In reviewing the concept of digitalisation, the author noted that there is a need for a digital transformation framework guided by research-informed best practices on the intersection of digitalisation and initial teacher education. In addition, digital technologies play a huge role in inclusivity and epistemic access and has far-reaching effects on social and economic inequalities

    ‘Being stuck’ : Analyzing text-planning activities in digitally rich upper secondary school classrooms

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    The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display 'being stuck' during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming 'stuck' and 'unstuck', and how different interactional resources are coordinated during the students’ text-planning processes. The data consist of video-recorded face-to-face interaction, students’ activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students’ smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.Peer reviewe

    Promoting Strategic Readers in a Digital Age: Teachers' reported beliefs on the digitized L2 textbook's potential for promoting reading strategies in the EFL classroom

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    Å lære å lære er en sentral del av engelskfaget ifølge Kunnskapsløftet 2020 (LK20). Dette innebærer at elevene utvikler strategier for å tilegne seg og anvende kunnskap. I det 21. århundre har måten elever lærer og tilegnet seg blitt stadig mer påvirket av teknologi. De siste årene har blant annet digitale lærebøker blitt mer fremtonet i norske klasserom, som har i enda større grad digitalisert måten elever leser på. Digitaliseringen av lærebøker har skapt mye reaksjoner blant både lærere og elever og i flere tilfeller er det blitt ytret ønsker om å returnere til penn og papir for å verne om læringen til elevene. Denne masteroppgaven har tatt for seg læreres holdninger til digitale lærebøker i engelskfaget. Med formål å nyansere debatten om digitaliseringen av lærebøkene, har de digitale lærebøkene blitt undersøkt for potensiale for å fremme lesestrategier i engelskfaget. Ved hjelp av en spørreundersøkelse som kombinerte kvalitativ og kvantitativ data har studiet undersøkt læreres holdninger ved ulike videregående skoler i hele Norge. Med et utvalg av 39 lærere ved videregående skoler, bidrar studiet til et mer nyansert bilde av læreres holdninger til de digitale lærebøkene i engelskfaget. Studien avdekker at lærere anerkjenner et potensial ved de digitaliserte engelsk lærebøkene. Når man skal fremme lesestrategier anses de integrerte funksjonene som lydstøtte, utvidet materiale, navigasjonsverktøy i tekst og noteringsverktøy som nyttige. Noen lærere understreket også at den økende tilgjengeligheten av digitale tekster øker relevansen for leseferdigheter og lesestrategier for lesing på skjerm. De digitale lærebøkene oppleves også som utfordrende på en rekke punkt. Praktiske utfordringer knytter til IKT og forstyrrelser tilgjengelig på digitale leseenheter er utfordringer majoriteten av deltakerne belyser. Hvilke innvirkning skjerm har på leseprosessen og generelle læringsprosessen til elevene er også en utfordring lærerne i dette studiet opplever med digitale lærebøker. Datainnsamlingen viser at lærere ser både potensiale og utfordringer med digitale lærebøker i engelsk når man fasiliterer elevenes utvikling av lesestrategier. Det viser også at bruken av digitale lærebøker er et komplekst tema, som må belyses i enda større grad av forskning som tar høyde for de didaktiske implikasjonene hvert enkelt fag innebærer. Et interessant funn, er at til tross for høy selvrapportert digital kompetanse så er det en stor andel av studiets deltakere som oppgir at de har hatt liten til ingen eksplisitt opplæring i hvordan de skal gjøre god nytte av IKT i klasserommet. Dette foreslås som et trolig utviklingspotensial for både lærerutdanningsinstitusjonene og skolelederne for å sikre hensiktsmessig bruk av teknologi i klasserommet i framtiden.Engelsk mastergradsoppgaveENG350MAHF-LÆFRMAHF-EN

    Artspeak : articulating artistic process across cultural boundaries through digital theatre

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    In early 2009, researchers in the English Department of the University of Amsterdam collaborated with researchers in the Drama Department, Deakin University, Australia on a project which brought English as a Second Language students from The Netherlands into the rehearsal studio of Australian students engaged in play-building on Australian themes. The project aims were multiple and interconnected. We extended a language acquisition framework established by the Dutch investigators in previous collaborations with the Universities of Venice and Southampton, and combined this with an investigation of ways to harness technology in order to teach Australian students to communicate with and about their art. The Dutch language students were prompted to develop art-related language literacy (description, interpretation, criticism), through live, video-streamed interaction with drama students in Australia at critical points in the development of a group-devised performance (conception, rehearsal, performance). The Australian student improved their capacity to articulate the aims and processes which drove their art-making by illuminating the art-making process for the Dutch students, and providing them with a real-life context for the use of extended vocabulary whilst making them partners in the process of shaping the work. All participants engaged in the common task of assessing the capacity of the art work produced to communicate meaning to a non-Australian audience.<br /

    Conceptions of language and literacy and the role of digital technologies in Home, First and Second Additional language lessons: a case study of 6 grade four teachers in South African state schools.

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    Research into classroom practices in South Africa has highlighted various disjunctures between the conceptions of language and literacy evident in the CAPS curriculum documents, teachers' pedagogical approaches, and the multilingual reality of classrooms in South Africa. This research study asks whether the current promotion of digital technologies in classrooms, so evident in both South Africa and in the world at large, might be in danger of similar disjunctures. The study explores teachers' conceptions of language and literacy across English, Afrikaans and isiXhosa in the Grade 4 classrooms of two schools in the Hout Bay area, examining how these play out in their accounts of their daily teaching practice and whether and how they facilitate the successful integration of digital technology into language lessons. The study draws on Blommaert's ‘artefactual ideology of language' (2008), combined with the concepts of an autonomous model of literacy (Street, 1984) and language ideologies (McKinney, 2016), as well as Durrant and Green's (2000) digital literacy theoretical frameworks. While teachers are exhorted to promote the use of technology in their lessons and the rhetoric of the “the fourth industrial revolution” adds to the pressures, there are many factors involved in the uptake of technology in schools - perhaps the most important being the existing practices and ideologies of the teacher themselves. The study focuses specifically on six Grade 4 teachers' accounts of their conceptions and practices in relation to the CAPS curriculum, in order to analyse how teachers manage the much higher language and literacy levels of the curriculum specifications when learners move from Foundation Phase (Grades R-3) to Intermediate Phase (Grade 4-6) in language and literacy lessons, and also on how their uses of technology align or not with the specifications in the curriculum. Despite both schools being positive towards technology, it was soon apparent that CAPS specifications and teachers' conceptions of language and literacy (which leant towards the artefactual ideology of language and literacy) did not align easily with the kinds of tasks and assessments that are called for in using digital technologies (which lean towards agentic and critical engagements with texts). In addition, despite most of the teachers being highly critical of the CAPS curriculum, the study found that most of the teachers do stick closely to the CAPS specifications in both the Home Language and Additional Language classes and that these perceptions, combined with existing ideologies present in CAPS curriculum documents, are influencing their teaching practices and approach to using technology in their lessons

    Enhancing Nonfiction Reading Comprehension through Online Book Discussions

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    Abstract The introduction of Common Core State Standards has many middle grade school teachers concerned with implementing standards while retaining student reading engagement and motivation strategies. This study analyzes the effectiveness of providing social networking strategies in online book discussion groups on enhancing middle grade student reading engagement and motivation. Additionally, this study reaffirmed that offering students choice of texts fostered more autonomous learning habits. Finally as a result of facilitating these online book discussions, graduate students were able to learn and develop more effective strategies and skills for engaging and motivating middle grade student reading. It is hoped that this study will not only assist middle grade school teachers in providing learning strategies for effectively implementing Common Core Standards but also for teacher education students as a result of direct experience in facilitating online book discussion groups
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