729,120 research outputs found

    Emotional Education as second language acquisition?

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    In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences

    Emotional education as second language acquisition?

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    In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.peer-reviewe

    Second Language Acquisition

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    Second Language Acquisition

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    This volume presents a collection of current research on pedagogies, practices and perspectives in the field of second language acquisition. It brings together different aspects of learning, teaching and researching a second language with chapters covering a range of topics from emotional communication, pragmatic competence, transformative pedagogy, inclusion, reflective teaching and innovative research methodologies. The authors address a global audience to offer insights into contemporary theories, research, policies and practices in second language acquisition. This collection of work is aimed at students, teachers and researchers wishing to reflect on current developments and identify potential research directions

    Second Culture Acquisition and Second Language Acquisition: Faux amis?

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    Language Input and Second Language Acquisition

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    The role and the importance of language input in second language acquisition are not questioned. In fact, a pool of researchers in realm second language acquisition agrees on the fact that some sort of language input is necessary for second language acquisition to take place. In other word, second language acquisition cannot take place without considering having exposure to some type of language data. In this relation, pre-modified input, interactionally modified input, and modified output are the three types of language input which have the potential to provide the necessary comprehensible language input for language acquisition/learning. Accordingly, the present paper aims at further investigating the most effective type of language input by considering the amount of contribution that each type of language input has on second language acquisition. Key words: Language input, Second language acquisition, Role of inpu
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