Search

The article "Standardized DaF/DaZ Tests: A Necessary Evil?" by Matthias Jung from Düsseldorf discusses the debate about standardized tests in the field of German as a foreign and second language. The author mentions the role of Uwe Koreik, who has been extensively involved in revising the DSH examination regulations. The article emphasizes the growing importance of German certificates for individual life paths and criticizes the blind faith in standardized tests. It is argued that standardized tests do not make the learners' potential visible and do not take individual learning progress into account. The fixation on exams leads to a pure focus on exam preparation and neglects other learning goals. Higher education has responded to this with the concept of "constructive alignments" to better align learning goals and exam preparation. The text discusses various criticisms of standardized language tests, particularly in relation to the Common European Framework of Reference for Languages (CEFR). It is pointed out that the classification into CEFR levels does not correspond to the continuous process of language acquisition. Furthermore, the question is raised whether standardized exams are necessary or desirable at all, especially in the context of the integration of refugees or professionals. The text also mentions fraudulent strategies to obtain language certificates, as well as gray areas that question the objectivity of standardized tests. The article discusses various aspects of language tests and their validity. It is noted that it is not prohibited to use lists of typical exam topics or hints to prepare for an exam. However, it is pointed out that pure exam preparations that aim to pass the exam without actually acquiring language proficiency can question the validity of the tests. The article also highlights the differences in the evaluation rules of different language certificates and discusses whether all four skills need to be mastered at the same level to pass the exam. The article discusses the use of standardized language tests, particularly in relation to visa applications and the integration of migrants. It is stated that these tests are often arbitrary and not always reliable. The authors argue that the use of subject-specific language exams would be fairer, but is not practical due to the complexity of the process. It is also noted that language certificates are often abused as instruments to control migration flows. The article concludes that the blind faith in the accuracy of these tests should be questioned. The introduction of the "German Test for Immigrants" (DTZ) in 2009 and the "German Test for the Profession" (DTB) in 2022 demonstrate the increased belief in the objectivity of language tests and the importance of control in this area. However, there are concerns about the validity of language tests for measuring communicative skills and potentials. The phenomenon of fossilization, where no further progress is made in learning, can hinder language integration. Data on integration courses in Germany show that many participants do not pass the exams and may not progress beyond level A2. It is suggested to assess linguistic abilities in real situations and create individual communication and competency profiles. [Extracted from the article]

Within the Netherlands, Content and Language Integrated Learning (CLIL) in foreign language teaching can be considered a sibling of 'Language Oriented Content Teaching' (LOCT), a pedagogy in mainstream classes with second language learners of Dutch, where Dutch is used as language of instruction. This article characterizes two decades of research on LOCT through Dutch in multilingual schools and discusses its relevance for CLIL development. A distinctive feature is the discourse coalition between subject and language researchers, teacher educators, curriculum development staff and others. Their cooperation furthered the identification of disciplinary literacies and subject specific language pedagogies which can be seen as a renewed conceptualization of content obligatory language (Snow, Met, & Genesee, 1989). LOCT work in the Dutch context shows how content obligatory language that is relevant and feasible can be identified and included in content teachers' pedagogies, findings that might be useful for the further development of CLIL. [ABSTRACT FROM AUTHOR]

This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students' (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students (N = 126) reported what was happening during the linguistic problem-solving tasks, drawing on the method of languaging. Additionally, the study investigates how meaningful, relevant and novel the students with diverse backgrounds found the tasks. The data were collected via a survey. Students' problem-solving reports were analysed via content analysis, with the Taxonomy of Cognitive Process applied. Statistical analysis was used to measure the experienced meaningfulness, relevance and novelty. The analysis resulted in an understanding of the multiple voices in which the students articulated their thinking regarding linguistic problem-solving. The study sheds light on how to develop language aware learning materials to engage all students, regardless of their backgrounds, in discussions on language. [ABSTRACT FROM AUTHOR]

Students' and teachers' meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher's design for learning for students' meaning-making about 'sound'. Thereto, students' 'signs of learning' regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher's design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students' development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher's choices appeared to be a hindrance for the students. [ABSTRACT FROM AUTHOR]

Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers' PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced. • Teachers' use of PCK shows strong similarity irrespective of the languages used. • Teachers' use of PCK is more advanced in grades 9. • Teachers' PCK in mainstream and bilingual education can be improved. [ABSTRACT FROM AUTHOR]

The ability to read is important for studies, work and social life, and therefore, reading needs to be central in all school subjects. The purpose of this article is to shed light on the factors that either facilitate or limit second-language students in a transitional program at an upper secondary school in Sweden in terms of their reading and reading comprehension skills. Observations of teacher-initiated reading practices and interviews with teachers about reading and texts, which were analyzed using Bernhardt's compensatory model for second-language reading, show that all teachers highlight the importance of reading and the fact that reading in the subject they teach can help students to become competent readers of Swedish texts. Despite this, the amount of reading and processing of texts varies—in some classes, students do not read at all, and in other classes, they read a great deal. The only teacher who seems both to include the processing of texts and to choose texts that interest students is the teacher of Swedish as a Second Language (SSL). [ABSTRACT FROM AUTHOR]

Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI) and corrective feedback. I discuss relevant studies within ISLA and TBLT and argue that TBLT is particularly well-suited to investigating questions about the timing of FFI. In discussing Outcomes, I consider differences in how outcomes are measured in TBLT (i.e. performance) and ISLA (i.e. development) and the different aspects of language examined within each, for example, accuracy, implicit/explicit knowledge in ISLA and complexity, accuracy and fluency in TBLT. I discuss underlying similarities between fluency and implicit knowledge, how they are measured, and propose research to investigate the pedagogical timing of FFI in relation to fluency development. I conclude with a brief discussion of the need for a balance between theoretically and pedagogically motivated research within ISLA and TBLT. [ABSTRACT FROM AUTHOR]

In tandem learning, a model for two-way language learning originally developed for non-formal education, language is learned through interaction between two native speakers with different first languages learning each other's languages in cooperation. A high level of authentic learning characterises this model. The original tandem learning model has been developed and transferred to a formal educational context. However, the effects of this transition on the authentic character of tandem learning has not been investigated, and research in this field is needed. This paper aims to increase knowledge and understanding of the challenges of implementing authenticity of tandem learning in formal language education by analysing the learning tasks in a handbook developed for classroom tandem, a model for language learning and teaching, within second national language education in Finland. The results indicate a large variation in authenticity levels among classroom tandem tasks, indicating that the implementation of tandem learning in a formal educational context has compromised authenticity. The results identify aspects of learning tasks that are problematic and could be further developed. The results point to areas for further development of the classroom tandem model. [ABSTRACT FROM AUTHOR]

English-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the stances of lecturers involved in various internationalization programmes in regard to the challenges that EMI inception and implementation entails, such as language and content integration, English proficiency of teachers and students, teachers' drives, teacher training needs and institutional support, among other issues. To gain a more comprehensive insight into the development of EMI, data were collected by means of semi-structured interviews with three separate groups of lecturers: (i) EMI practitioners, (ii) lecturers interested in EMI and (iii) lecturers from the Department of Modern Languages, experts in second language acquisition (SLA) and bilingual education. The results showed that the implementation of EMI at the University of Castilla-La Mancha (UCLM) is still in its infancy and there are several areas for improvement such as (i) the approval of a multilingual language policy that includes a specific and legally-binding protocol for lecturer recruitment and commitment in the programme, and (ii) the design of a more comprehensive teacher training plan offering accreditation to enter EMI and supporting effective implementation by means of in-service courses. [ABSTRACT FROM AUTHOR]

English has become the main language of communication around the globe in the last 100 years. As Latin used to be lingua franca in the Middle Age, English is now used widely as a second language. There are numerous reasons for the popularity of English, many of them being historical, but there are also include economic, cultural or geographical factors which play an important role in the spread and popularity of the language. Alongside English for General Purposes (EGP), English for Specific Purposes (ESP) has become an important part of the curricula, especially for students of vocational studies. A lot of research and needs analysis have been conducted over the last 30 years, but the majority investigated ESP in higher education. Our research aims at investigating secondary education, more precisely vocational education, from the perspective of English language teaching, interests and needs analysis also taking into account Romania's educational policies. This research is part of a doctoral thesis and only focuses on designing the research methodology. [ABSTRACT FROM AUTHOR]

The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development. This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on conversation analytic methodology, text production is investigated as a social and sequentially evolving phenomenon. The analysis focuses on interactional sequences through which secondary school students produce and revise written task answer formulations. Sequential analyses of selected interactions describe the interactional organisation of the focal practice and show how, in their negotiation about what and how to write, students integrate content and language in everyday school work. It is argued that an investigation of what is at stake to students when they produce texts can shed light on their practical orientations to content and language integration. Based on such perspectives, integration appears a more complex phenomenon than the interface of form and meaning. [ABSTRACT FROM AUTHOR]

The difficulties facing English Language Learners who lack basic literacy skills in a first or other language in their teenage years, often stemming from interrupted histories of schooling, are manifold. Young refugees who attend school in a new country and new language, have typically fled conflict, lost family members, experienced considerable trauma and spent years in refugee camps. The present article introduces a model to help those working with such students to build literacy teaching strategies into their teaching. Based on a three-year research project in Australian schools, the model contributes to previous models of literacy and language learning by highlighting the importance of recycling and expanding L2 knowledge at different points in a learning and teaching cycle. The model is useful for guiding teachers to consciously develop both second language learning and literacy across a range of curriculum areas. [ABSTRACT FROM AUTHOR]

This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the BHTs' L2 focus are discussed together with a plea for a CLIL definition that is more in line with the everyday reality of the CLIL classroom. [ABSTRACT FROM AUTHOR]

CLIL (content and language integrated learning) is an educational approach where a classroom subject is taught through a second language. However, its core features are ambiguously interpreted. Research on CLIL teaching has consistently shown that teachers focus their methodological efforts on the teaching of subject matter concepts and take any language related aspects mostly as by-products of such an approach. This has led to only sparsely planned methodological efforts when it comes to the teaching of language. Contrary to this, it is argued in this hermeneutical study that thinking and language acquisition are inextricably intertwined and CLIL teachers are therefore by definition also language teachers. Following this, the author reports on a pedagogical CLIL model, named SALT, that was devised for and successfully implemented in CLIL training courses to support subject teachers on their way to becoming languageaware CLIL teachers. Pedagogical procedures of the model's principles and concepts are also presented. German abstract at end. [ABSTRACT FROM AUTHOR]

The essence of English for Specific Purpose (ESP) is to provide a strong foundation of English required for specific professional disciplines, and the Preparatory Year Programme (PYP) in Saudi universities are designed to achieve the desired proficiency level required for various professional disciplines. The present study aims to delineate the efficacy of ESP vis-à-vis the PYP with special reference to Najran University. It intends to investigate whether PYP students' English proficiency conforms to ESP standards by analysing teachers' feedback and expert opinions. The research design makes methodological triangulation using both qualitative (interviews) and quantitative (questionnaire) methods. Forty teachers of PYP, teaching various courses of English, Najran University were randomly selected to elicit their feedback and opinion on various aspects of students' linguistic proficiency vis-à-vis ESP standards. The questionnaire consisted of eleven questions using Likert's 5 scales (Strongly Agree, Agree, Can't Say, Disagree, Strongly Disagree). Semi-structured interviews were also used to acquire detailed perceptions of the teachers. Ten teachers were interviewed with four questions pertaining to the relevant research area. Based on the data analysis, it is observed that most of the students at PYP have language proficiency to learn ESP, but not up to the desired level. There is a need to enhance learners' proficiency level required for various professional disciplines. In the end, this study offers some remedial measures and suggestions aiming not only to raise the compatibility of ESP in the context of PYP in Saudi Arabia, but also to inject more ESP-oriented materials in the curriculum. [ABSTRACT FROM AUTHOR]

The article presents the author's comments on the article "Evaluating Bilingual Education in Germany: CLIL Students' General English Proficiency, EFL Self-Concept and Interest," by D. Rumlich. He talks about the European education institutions' efforts to encourage multilingualism. He discusses the role of content and language integrated learning (CLIL) programs in improving foreign language skills. He talks about Rumlich's efforts to measure the impact and linguistic benefits of CLIL programs.

As content-based instruction (CBI) programmes involve certain degrees of integration of second language (L2) and content learning, collaboration between L2 and content subject teachers has been strongly advocated. Whether this type of teacher collaboration can be successfully implemented will depend on many factors, one of which is teacher beliefs and attitudes. This study compares the beliefs and attitudes of L2 teachers with those of content subject teachers regarding their roles in CBI and cross-curricular collaboration. Data collected from the 261completed questionnaires, complemented with six semi-structured interviews, administered to teachers in Hong Kong secondary schools which practise CBI, show that the two groups of teachers have significantly different beliefs about their roles concerning language teaching in CBI. Even though they generally believe in the effectiveness of collaboration, they perceive some potential problems and are not fully committed to it. Such findings have important implications for the feasibility of cross-curricular collaboration, which is a practice often advocated to facilitate L2 learning in CBI. The findings can also shed light on teacher education in CBI. [ABSTRACT FROM PUBLISHER]

Although many advances have been made in recent years concerning the theoretical dimensions of content and language integrated learning (CLIL), research still has to meet the necessity to come up with integrative models that adequately map the interrelation between content and language learning in CLIL contexts. This article will suggest that recent models of the bilingual lexicon make a fruitful starting point for this purpose, because they stress the close interrelation between conceptual and linguistic strata. Besides a language-specific conceptual dimension, these models cater for developmental aspects of extension and restructuring of cognitive concepts, including a reciprocal relationship between L1, L2 and the conceptual dimension. Such a differentiated understanding of the cognitive structures underlying student performances is suggested as an appropriate basis for pedagogically appropriate intervention. [ABSTRACT FROM PUBLISHER]

Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the subject-based education they will encounter in their subsequent schooling. This is particularly important for L2-students who are less likely to meet academic language outside the school. In this paper, based on transcripts of oral interactions in the classroom, it is argued that conversational and story-telling skills, oral and written, provide a rich environment for the development of academic school language, while at the same time promoting and making good use of the cultural diversity that is increasingly a feature of pre-primary and primary classrooms. [ABSTRACT FROM AUTHOR]

This paper analyses the language practices of a teacher in an Italian bilingual class. The children were learning Italian in Year One of elementary school. The teacher consistently spoke Italian with the children. The description of the teacher's talk shows how she used Italian for classroom management, for instructions, for teaching subject content and for personal exchanges. The analysis reveals the significance of ongoing classroom activities for language learning. Italian was spoken in contexts familiar to students and consistent with and coherent with school practices. Students heard and observed Italian as part of normal classroom activities. Italian was embedded in the social practices of classroom encounters. The paper proposes that children's experiences of classroom talk socialises them into the discourses of classroom activities and of school subjects. The children learnt Italian through observation and participation. This was a process of apprenticeship into using Italian for making meaning in social practices. From this perspective, the children were learning to mean in Italian through their participation in the social practices of the class. [ABSTRACT FROM AUTHOR]

Examines some of the reasons why acquisition of proficiency in German and the teaching of German are so complex. Difficulties caused by the structure of the spoken language and the written language; Choice of available teaching materials; Institutional obstacles; Ways to help students acquire written and spoken proficiency in a second language.