An investigation into the communicative potential of teachers' target language use in the foreign language classroom

This thesis describes an investigation into the capacity of foreign language (FL) teachers in Scottish secondary schools to make the target foreign language the sole or main means of communication with their pupils in the formal setting of the FL lesson. In the first part of the thesis, the reasons why FL teachers should behave in this way are explored. Relevant sociolinguistic and psycholinguistic theories are first discussed, together with their implications for FL teaching methodology. Contextual factors thought likely to influence the extent to which British FL teachers would be either willing or able to make the target language the medium of classroom communication are then reviewed. These have to do with a) the nature of the classroom as a social and sociolinguistic setting, and b) FL teachers' linguistic competence and beliefs about the nature of teaching and learning. Existing research on FL classroom interaction, and in particular on structural and functional characteristics of teacher FL talk, is also reviewed. The second part of the thesis reports an empirical study of the classroom talk of a group of teachers committed to the 'communicative approach' to FL teaching. These teachers' classroom use of French (the target FL) and English is described at several levels of detail, notably that of the teaching! learning activity and of the pedagogic move. Structural characteristics of teacher talk are also studied. Special attention is given to teachers' classroom management talk, and it is argued that the choice of French for this purpose is critical for enhancing pupils' experience of message-oriented target language use. comparison is made between the language use patterns of teachers characterised as 'High' and 'Low FL Users'; and an account is given of the discourse strategies which appear necessary to sustain high levels of FL use

Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France

This paper draws on a recent study of British students of languages undertaking a year abroad in France, in a variety of placements (as language teaching assistants, as exchange students, and as workplace interns). The data were gathered in the context of the 2011-2013 LANGSNAP project, a larger study undertaken which investigated both the language learning and social integration of British students spending an academic year abroad in France, Spain or Mexico Having made a positive choice to specialise in languages at university, and having already reached a relatively advanced level in French during their secondary school education, it could be assumed that these students were positively motivated to further develop their language skills, to deepen their intercultural understanding, and to integrate socially within the local society. Indeed, in pre-departure interviews (in French), the participating students unanimously expressed the wish to integrate and in particular to make French same-aged friends. The paper first of all presents an overview of the range of tools used to gather both quantitative and qualitative data on participants’ social integration. The paper then goes on to evaluate the degree of success of even such highly motivated participants in achieving this declared goal, and to consider social, sociolinguistic and personal factors which appear to influence the degree of social integration achieved by individual participants

Placement type and language learning during residence abroad

The “year abroad” is a longstanding component of British university degree programmes in languages. As noted by other commentators (Coleman, 1997 and this volume; Collentine, 2009), the British “year abroad” is typically undertaken by language majors with several years’ prior language study and a relatively advanced proficiency level in their target language(s). It is a common requirement for programme completion, to spend two academic semesters abroad. However students can have considerable latitude in how the time abroad is spent, and assessment by the home institution is relatively “light touch”, typically involving e.g. a substantial project or long essay. Today, languages students typically undertake one of three placement types: as English language teaching assistants, on other forms of work placement, or as Erasmus exchange students following relevant academic programmes at a partner university. Numbers of U.K. languages students undertaking the classic university student exchange version of the year abroad are relatively stable at around 7,500 per year, a much smaller number than incoming international students at U.K. universities, though numbers undertaking teaching assistantships and other work placements have risen (British Academy & University Council for Modern Languages, 2012; King, Findlay, & Ahrens, 2010). The linguistic benefits of the year abroad have been tracked in various research studies (Coleman, 1996, 1997; Ife, 2000; Klapper & Rees, 2012; Meara, 1994; Willis, Doble, Sankarayya, & Smithers, 1977). In general, this research indicates that while learners make considerable progress in their target L2, the variability which is characteristic of residence abroad programmes more widely (Kinginger, 2008) affects this group as well (on this see especially Klapper & Rees, 2012). The research project “Social Networks, Target Language Interaction and Second Language Acquisition During the Year Abroad: A longitudinal study“ (the LANGSNAP project: http://langsnap.soton.ac.uk) was planned to provide fuller evidence on L2 acquisition during the year abroad, including documenting development on a range of language domains, and connecting progress in L2 to a range of individual, social and contextual variables. (See Mitchell, 2014 for an overview.)The project tracked a cohort of 56 students majoring in French or Spanish, before, during and after spending their year abroad in France, Spain or Mexico during the academic year 2011-12.This chapter reports one aspect of the findings of this project: the experience of the French L2 participants (N=29) of different placement types in France, and how placement type related to aspects of their target language developmen

Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes

Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape

Languages learning at Key Stage 2: a longitudinal study

This is the final report of a 3 year longitudinal study of the teaching of French, German and Spanish at Key Stage 2, funded from 2006-2009 by the Department for Children Schools and Families. The report covers the attitudes of teachers and children towards languages; the organisation and administration of languages within primary schools; current practice in the teaching of languages; the development of children's intercultural understanding; children's attainment in target language oracy and literacy; and concludes with a discussion of the future sustainability of languages in the primary curriculum and steps needed to secure this

A linguistic ethnography of theatre production

Voices and Practices in Applied Linguistics comprises a selection of original applied linguistics-based research on the theme of the diversity of Applied Linguistics and in Applied Linguistics. It is a unique collection of reflections and cutting-edge research relating to academic, policy and professional fields of Applied Linguistics, featuring chapters written by founders of the field, established researchers, and rising stars. This accessible, eclectic and forward-looking volume is significant both for research and practice. It highlights current globalised perspectives on diversity in language use and communication, across a variety of contexts, and with a rich mix of frameworks, methodologies and participants. Compiled and edited by a team of academic experts in the field, this edited collection will be of interest to established and emerging researchers in Applied Linguistics globally. It will also be relevant to language professionals, practitioners, and policy makers. The volume draws together papers from the 2017 British Association for Applied Linguistics (BAAL) conference, marking the 50th anniversary of its inaugural meeting. Founded in the mid-1960s, this UK-based professional association provides a forum for Applied Linguistics and its annual meeting brings together researchers and language professionals from across this field

Routine Laboratory Results and Thirty Day and One-Year Mortality Risk Following Hospitalization with Acute Decompensated Heart Failure

INTRODUCTION: Several blood tests are performed uniformly in patients hospitalized with acute decompensated heart failure and are predictive of the outcomes: complete blood count, electrolytes, renal function, glucose, albumin and uric acid. We sought to evaluate the relationship between routine admission laboratory tests results, patient characteristics and 30-day and one-year mortality of patients admitted for decompensated heart failure and to construct a simple mortality prediction tool. METHODS: A retrospective population based study. Data from seven tertiary hospitals on all admissions with a principal diagnosis of heart failure during the years 2002-2005 throughout Israel were captured. RESULTS: 8,246 patients were included in the study cohort. Thirty day mortality rate was 8.5% (701 patients) and one-year mortality rate was 28.7% (2,365 patients). Addition of five routine laboratory tests results (albumin, sodium, blood urea, uric acid and WBC) to a set of clinical and demographic characteristics improved c-statistics from 0.76 to 0.81 for 30-days and from 0.72 to 0.76 for one-year mortality prediction (both p-values <0.0001). Three dichotomized abnormal laboratory results with highest odds ratio for one-year mortality (hypoalbuminaemia, hyponatremia and elevated blood urea) were used to construct a simple prediction score, capable of discriminating from 1.1% to 21.4% in 30-day and from 11.6% to 55.6% in one-year mortality rates between patients with a score of 0 (1,477 patients) vs. score of 3 (544 patients). DISCUSSION: A small set of abnormal routine laboratory results upon admission can risk-stratify and independently predict 30-day and one-year mortality in patients hospitalized with acute decompensated heart failure

A test of financial incentives to improve warfarin adherence

<p>Abstract</p> <p>Background</p> <p>Sub-optimal adherence to warfarin places millions of patients at risk for stroke and bleeding complications each year. Novel methods are needed to improve adherence for warfarin. We conducted two pilot studies to determine whether a lottery-based daily financial incentive is feasible and improves warfarin adherence and anticoagulation control.</p> <p>Methods</p> <p>Volunteers from the University of Pennsylvania Anticoagulation Management Center who had taken warfarin for at least 3 months participated in either a pilot study with a lottery with a daily expected value of $5 (N = 10) or a daily expected value of$3 (N = 10). All subjects received use of an Informedix Med-eMonitor™ System with a daily reminder feature. If subjects opened up their pill compartments appropriately, they were entered into a daily lottery with a 1 in 5 chance of winning $10 and a 1 in 100 chance of winning$100 (pilot 1) or a 1 in 10 chance of winning $10 and a 1 in 100 chance of winning$100 (pilot 2). The primary study outcome was proportion of incorrect warfarin doses. The secondary outcome was proportion of INR measurements not within therapeutic range. Within-subject pre-post comparisons were done of INR measurements with comparisons with either historic means or within-subject comparisons of incorrect warfarin doses.</p> <p>Results</p> <p>In the first pilot, the percent of out-of-range INRs decreased from 35.0% to 12.2% during the intervention, before increasing to 42% post-intervention. The mean proportion of incorrect pills taken during the intervention was 2.3% incorrect pills, compared with a historic mean of 22% incorrect pill taking in this clinic population. Among the five subjects who also had MEMS cap adherence data from warfarin use in our prior study, mean incorrect pill taking decreased from 26% pre-pilot to 2.8% in the pilot. In the second pilot, the time out of INR range decreased from 65.0% to 40.4%, with the proportion of mean incorrect pill taking dropping to 1.6%.</p> <p>Conclusion</p> <p>A daily lottery-based financial incentive demonstrated the potential for significant improvements in missed doses of warfarin and time out of INR range. Further testing should be done of this approach to determine its effectiveness and potential application to both warfarin and other chronic medications.</p

A study to derive a clinical decision rule for triage of emergency department patients with chest pain: design and methodology

<p>Abstract</p> <p>Background</p> <p>Chest pain is the second most common chief complaint in North American emergency departments. Data from the U.S. suggest that 2.1% of patients with acute myocardial infarction and 2.3% of patients with unstable angina are misdiagnosed, with slightly higher rates reported in a recent Canadian study (4.6% and 6.4%, respectively). Information obtained from the history, 12-lead ECG, and a single set of cardiac enzymes is unable to identify patients who are safe for early discharge with sufficient sensitivity. The 2007 ACC/AHA guidelines for UA/NSTEMI do not identify patients at low risk for adverse cardiac events who can be safely discharged without provocative testing. As a result large numbers of low risk patients are triaged to chest pain observation units and undergo provocative testing, at significant cost to the healthcare system. Clinical decision rules use clinical findings (history, physical exam, test results) to suggest a diagnostic or therapeutic course of action. Currently no methodologically robust clinical decision rule identifies patients safe for early discharge.</p> <p>Methods/design</p> <p>The goal of this study is to derive a clinical decision rule which will allow emergency physicians to accurately identify patients with chest pain who are safe for early discharge. The study will utilize a prospective cohort design. Standardized clinical variables will be collected on all patients at least 25 years of age complaining of chest pain prior to provocative testing. Variables strongly associated with the composite outcome acute myocardial infarction, revascularization, or death will be further analyzed with multivariable analysis to derive the clinical rule. Specific aims are to: i) apply standardized clinical assessments to patients with chest pain, incorporating results of early cardiac testing; ii) determine the inter-observer reliability of the clinical information; iii) determine the statistical association between the clinical findings and the composite outcome; and iv) use multivariable analysis to derive a highly sensitive clinical decision rule to guide triage decisions.</p> <p>Discussion</p> <p>The study will derive a highly sensitive clinical decision rule to identify low risk patients safe for early discharge. This will improve patient care, lower healthcare costs, and enhance flow in our busy and overcrowded emergency departments.</p