Pedagogical Strategies to Foster Target Language Use: A Nexus Analysis

Autor/inn/en	Dressler, Roswita; Mueller, Katherine
Titel	Pedagogical Strategies to Foster Target Language Use: A Nexus Analysis
Quelle	In: Canadian Modern Language Review, 78 (2022) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Teaching Methods; Language Usage; Second Language Learning; Second Language Instruction; German; Neurolinguistics; Bilingual Education Programs; Elementary School Students; Action Research; Oral Language; Modeling (Psychology); Classroom Communication; Scaffolding (Teaching Technique); Literacy Education; Teacher Collaboration; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Deutscher; Neurolinguistisches Programmieren; Projektforschung; Oral interpretation; Mündlicher Sprachgebrauch; Modeling; Modelling; Modellierung; Klassengespräch; Lehrerkooperation; Ausland; Kanada
Abstract	Fostering target language use in second language classrooms is a persistent challenge for teachers. A lack of specific guidelines in curriculum documents, inexperience with a wide variety of pedagogical approaches, and the tendency to default to English have been documented as reasons behind this challenge. Strategies from the neurolinguistic approach (NLA) show promise for fostering target language use in a variety of contexts in Canada and abroad. This study examined the use of NLA strategies in one German bilingual program in western Canada. The oral modelling sequence and literacy loop were implemented by six K-6 teachers during three sets of two intensive (German-only) weeks during a collaborative action research project over the course of one year. Nexus analysis served as a conceptual framework for analysis of interview data. Teachers reported that the strategies led to more structured, purposefully planned, collaborative learning opportunities. Students quickly picked up the NLA oral modelling sequence structure, which allowed teachers to promote meaningful communication. Teachers used the literacy loop to scaffold target language use in both oral and written modes. Teachers collaborated in planning and teaching in grade teams, with buddy classes, and as a German teaching team. These results suggest the applicability of these strategies for other dual-language programs to foster target language use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01