A Second Language Acquisition Toolkit for Teaching Introduction to Computing

Introduction to Computing and higher-level programming courses are common first-year engineering curricula at the university level and are key in developing logical thought processes in engineering students. Recent research has shown that employing second language acquisition (SLA) techniques to teach programming increases exam performance and student motivation compared to more classical approaches. However, the presentation of pedagogical techniques has been largely limited to higher-level languages with more intuitive linguistic analogs and has not been extended to lower-level computing course material. In this paper we present several SLA techniques and their analogs in a computing course setting and the results of implementing an SLA strategy in a first-year engineering course. Statistical analysis shows that students taught with SLA methods completed quizzes more quickly, enjoyed recitation more, and had a higher perceived value of the class when compared with students taught with non-SLA techniques.Cockrell School of Engineerin

Emotional Education as second language acquisition?

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?

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

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

イマージョン教育と第二言語習得 : 日本の英語教育への応用

2014年度第6回研究集会[2015年2月24日(火)]報告要