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Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

100%
Zuniga M., Simard D.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 1
135-158
EN
Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interaction-friendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.
2
Publication available in full text mode
Content available

Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

100%
Zuniga M., Simard D.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 1
135-158
EN
Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interactionfriendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.
3

Connecting Multiple Intelligences through Open and Distance Learning: Going Towards a Collective Intelligence?

75%
Medeiros Vieira L. M., Ferasso M., Schröeder C. d. S.
European Journal of Open, Distance and E-Learning
|
2014
|
vol. 17
|
issue 1
108-117
EN
This theoretical essay is a learning approach reflexion on Howard Gardner’s Theory of Multiple Intelligences and the possibilities provided by the education model known as open and distance learning. Open and distance learning can revolutionize traditional pedagogical practice, meeting the needs of those who have different forms of cognitive understanding. This tool has in itself the potential to build knowledge collectively. The conclusions raise new questions for future discussion, shedding some light on the open and distance learning not as a mere tool to spread education, but as a means to reach new levels of comprehension and consciousness, reflecting on the role of education itself.
4
Content available remote

Praktyka edukacji muzycznej w klasach początkowych w opiniach studentów pedagogiki – kandydatów na nauczycieli edukacji wczesnoszkolnej

63%
Majzner R.
Pedagogika Szkoły Wyższej
|
2014
|
issue 1
143-154
EN
The author of the following study discusses the role of music education in early stages of primary education in the opinion of students of pedagogy. He also presents opinions of candidates for primary school education teachers on realization of music education classes in practice, as well as the teachers’ approach to music education within the frames of the model of integrated education. Furthermore, research issues presented in the article refer to forms of music education and didactic means applied by teachers.
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