Literaturnachweis - Detailanzeige
Autor/in | Cutrim Schmid, Euline |
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Titel | 'I Think It's Boring if You Now Only Speak English': Enhancing Learner Investment in EFL Learning through the Use of Plurilingual Tasks |
Quelle | In: Innovation in Language Learning and Teaching, 16 (2022) 1, S.67-81 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Cutrim Schmid, Euline) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1750-1229 |
DOI | 10.1080/17501229.2020.1868476 |
Schlagwörter | Foreign Countries; English (Second Language); Second Language Instruction; Multilingualism; Language Usage; Language Teachers; Elementary Secondary Education; Preservice Teacher Education; Language of Instruction; Learning Activities; Identification (Psychology); Barriers; Student Teachers; Teacher Attitudes; Student Attitudes; Germany Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Teaching language; Unterrichtssprache; Lernaktivität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Schülerverhalten; Deutschland |
Abstract | Purpose: This paper presents findings of a classroom-based research project that investigated the use of plurilingual tasks in the English as a foreign language (EFL) teaching context. The project aimed at examining: (1) the impact of the use of plurilingual tasks on language learning processes and learners' identity construction; and (2) the pedagogical gaps that need to be addressed in language teacher education. This paper focuses specifically on the first research question. Design/methodology: The project was carried out in the form of five case studies conducted in four primary schools and one secondary school in Germany. Research data were collected via a variety of ethnographic research instruments namely classroom observations and field notes, video recording of school lessons, in-depth interviews with teachers, teachers' reflective journals, anonymous questionnaires, and learner focus group interviews. Research findings: Drawing upon Darvin and Norton's (2015) concept of investment, the paper discusses research findings indicating that the use of plurilingual tasks had a positive impact on the EFL learners' investment in language learning activities. Originality/Value: The main implication that can be drawn from the findings is that the effective integration of plurilingual-inspired pedagogies in the foreign language classroom does not involve necessarily a drastic reformulation of learning goals and teaching procedures, but mainly a change in teachers' attitudes towards plurilingualism in the classroom. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |