Facilitative effects of learner-directed codeswitching : Evidence from Chinese learners of English

This study examines the interaction between learner-oriented codeswitching (CS) practices and the degree to which intermediate Chinese L2 learners of English engage in classroom interaction. The guiding questions are whether the teacher's CS use facilitates classroom interaction at moderate L2 proficiency, and if so, at which specific stages of the lesson, and to what extent. A systematic comparison of two classroom types was carried out in the same Chinese secondary school, with English-only instruction versus with English–Chinese CS. A combination of quantitative and qualitative analyses was based on class observations (two classes per type) and subsequent teacher interviews. CS behaviour was analysed in relation to the particular teaching focus of the task at hand. Interviews included a stimulated recall technique using selected CS extracts to enrich insights from the teachers' perspective. The results showed a higher student response frequency as well as a longer mean utterance length in CS classes. Overall, codeswitches were systematically distributed across lesson stages and were closely related to changes in the teaching focus. These findings call for an optimal use of CS in instructed environments so as to maximise its benefits via a sensitive adjustment to specific pedagogic aims

The importance of language for language development: Linguistic determinism in the 1980s

The semantic and syntactic functions of verbs are the major aspects of linguistic complexity that contribute to the cognitive requirements for learning language between two and three years of age. Several contrastive categories of verbs emerged from our studies with action/state as the largest and most general. Contrastive subcategories of action verbs were locative/nonlocative action, durative/nondurative action, and completive/noncompletive action. The subcategories of state verbs were volitional/epistemic/notice/communication states. The psychological and linguistic validity of these semantic categories rests on their being coextensive with major grammatical developments and/or their sequential development

Tutoring Multilingual Students: Shattering the Myths

This is the author's accepted manuscript, made available 18 months after publication with the permission of the publisher.The increasing linguistic and cultural diversification of North America has resulted in large numbers of multilingual students attending college and university and seeking curricular and extracurricular support with reading and writing (Ruecker, 2011; Teranishi, C. Suárez-Orozco, & M. Suárez-Orozco, 2011). In the past, learning and writing centers hired “ESL specialists” to provide support. But this model, given the ubiquity of multilingual students in higher education today, is no longer sustainable. Instead, all tutors must learn the skills necessary to support the academic literacy development of these writers, and that means that the way tutors are trained must change. Because the lived reality of the majority of tutors (and center administrators) is monolingual (Bailey, 2012; Barron & Grimm, 2002), examining the myths generally held about multilingual students is essential to both our development as tutors and the development of our students as academic readers and writers of English. Only after raising critical awareness about these “misguided ideas” will training specific to tutoring multilingual students make sense and be put into practice (Gillespie & Lerner, 2008, p. 117). In this article, I present and challenge myths about multilingual writers and myths about how to tutor them

Young Children Learning Languages in a Multilingual Context

Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to the learning of French. My findings demonstrate that second language learning in a multilingual country is not an 'automatic' or 'natural' process but, rather, children's language behaviour depends on their personal goals, interests, competence, confidence and understanding of what counts as appropriate language use. These factors are influenced by the formal approach to language learning at school

Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom

Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability moderated the effectiveness of explicit, input-based grammar instruction for young first language (L1) English learners of French (aged 8 to 11). The study revealed minimal differences between longer (7-day) versus shorter (3.5-day) spacing of practice for learning an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test performance under both practice schedules. These findings indicated that within an ecologically valid classroom context, differences in distribution of practice had limited impact on learner performance on our tests; rather, individual learner differences were more critical in moderating learning. This highlights the importance of considering individual learner differences in the development of resources and the potential of digital tools for dynamically adapting instruction to suit individuals

Introduction

<jats:p /