A Pedagogical Evaluation of Intra-Sentential Code-Switching Patterns in L2 Classroom Talk

The paper is concerned with teachers' and students' alternation between L1 and L2 within the same utterance, i.e. uses of intra-sentential code-switching which in classroom discourse tends to be less accepted by modern language pedagogy than its inter-sentential counterpart. The rationale for the study is the universal nature of the phenomenon known to occur in the first place in interactions among natural bilinguals and multilinguals. The data analysis sections of the article review eight different patterns which are evaluated pedagogically. It transpires that the category most likely to arouse methodological controversy is code-mixing

Persistent andragogical patterns across the generations: From university tutorial classes to postgraduate online education

The concept of design patterns in education raises the question of whether their validity can persist over a period of time or whether social and technological change means that yesterday’s virtues are today’s irrelevancies. Many see e-learning as something which is the latest and greatest form of education, possibly one that has made previous forms obsolete. However, when we look beyond the technology to the desired pedagogy, how much has radically changed? This paper compares two examples of how adults have been educated on a part-time basis in Britain; examples which are separated by 100 years. Because adults are involved, we should more properly talk of andragogy rather than pedagogy. It compares elements of University Tutorial Classes, which started in 1908 as a university outreach programme to deliver undergraduate level education to ordinary working people, with key features of an online Master’s degree programme started in the 21st century. The University of Liverpool has been associated with both initiatives, and therefore provides a useful focus for comparison. On the face of it, the two initiatives could not be more different. However, if we strip away the differences in circumstances, motivation and technology, we find that the andragogical approach is remarkably similar. The same basic desirable elements are present

Embodied Learning and Trauma in the Classroom and in Practice

This study sought to understand how RN-BS clinical students learn through their bodies and how these patterns relate to trauma. Use of an experiential, embodied pedagogy led to emergence of embodied connection with self and new patterns of self-care, professional knowledge and action

Design and user evaluation of a mobile app to teach Chinese characters.

This paper presents both the pedagogical design principles and the challenges faced during the development of a mobile app, Chinese Characters First Steps, to support recognising, learning and practising writing Chinese characters at beginners’ level, including the difficult balance between pedagogy and technical affordances. We also present the results of a research study which collected quantitative data from over 130 users of the app as well as qualitative data from interviews with four users. The results offer a profile of language learning app users and very positive attitudes towards learning with apps. They also reveal users' reasons for learning Chinese, patterns of learning, expectations of the app, and evaluation of the different features for their own personal learning. Finally, the paper concludes that the chosen design principles for the app were appropriate for its purpose

A Review of the "Digital Turn" in the New Literacy Studies

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century

The Role of Mentor-Student Teacher Relationships in Building Standard-Based Elementary Mathematics Teaching Pedagogy

This study explores the importance of field experience, in particular, the mentor-novice relationships of educators and student teachers in elementary mathematics classrooms. The author investigated the critical roles of mentors in terms of student teachers’ continuous learning about teaching standards-based pedagogy. To explore this mentor-student teacher relationship, the researcher investigated three pairs of mentor-student teacher cases and explored the patterns of successful mentoring and how these patterns served to create a context in which mentoring supported a teacher’s efforts to teach mathematics in alignment with standards-based pedagogy. The study broadens teacher education literature by raising compelling issues about the importance of mentor-student relationships and the need for mentor education

Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework

The shift towards Reflexive Practice and Culturally Relevant Pedagogy (CRP) in teaching practice is critical for the 21st century teachers. In this article, we argue that reflexive teaching and culturally relevant pedagogy frameworks qualify to be used for promoting student knowledge in the teaching practice. For us, teaching practice, as a social tool, is not at all an independent process, disconnected and apart from the society it serves. It is our contention that there is dire need to reengineer teaching practice within the poststructuralist framework. Among others, teaching practice in Open Distance Learning (ODL) setting should be realigned to embrace ethnic groups’ cultural values, traditions, communication, learning styles, contributions, and relational patterns. We hold that politics of resistance, counter-hegemonic struggle and emancipation can be brought through reflexive practice and culturally relevant pedagogy. In this article, we use Bourdieu’s concept of reflexivity and Ladson-Billings’ framework of Culturally Relevant Pedagogy as a conceptual tool to unpack a shift towards pedagogies of reflection in teaching practice

Using an extended food metaphor to explain concepts about pedagogy

It is anathema for educators to describe pedagogy as having a recipe - it is tantamount to saying it is a technicist process rather than a professional one requiring active, informed decision-making. But if we are to help novice teachers understand what pedagogy is and how it can be understood, there must be a starting point for pedagogical knowledge to shape both the understanding and design of appropriate curriculum learning. In order to address this challenge, I argue that food preparation processes and learning how to competently cook are analogous to understanding how pedagogy - also about process, design, and making knowledge knowable - facilitates learning about teaching specific curriculum knowledge. To do so, I use evidence from an ITE cohort lecture on pedagogy as a case study. In essence, viewing pedagogy through the lens of food and recipes may help make some abstractions of pedagogy more concrete and make some principles of pedagogy more accessible to novice teachers as they learn to design learning

Pleasure and pedagogy: the consumption of DVD add-ons among Irish teenagers

This article addresses the issue of young people and media use in the digital age, more specifically the interconnection between new media pleasures and pedagogy as they relate to the consumption of DVD add-ons. Arguing against the view of new media as having predominantly detrimental effects on young people, the authors claim that new media can enable young people to develop media literacy skills and are of the view that media literacy strategies must be based on an understanding and legitimating of young people's use patterns and pleasures. The discussion is based on a pilot research project on the use patterns and pleasures of use with a sample of Irish teenagers. They found that DVDs were used predominantly in the home context, and that, while there was variability in use between the groups, overall they developed critical literacy skills and competences which were interwoven into their social life and projects of identity construction. The authors suggest that these findings could be used to develop DVDs and their add-on features as a learning resource in the more formal educational setting and they go on to outline the potential teaching benefits of their use across a range of pedagogical areas