Sociocultural Issues Experienced by Adults Learning Maltese as a Second Language

Autor/in	Zammit, Jacqueline
Titel	Sociocultural Issues Experienced by Adults Learning Maltese as a Second Language
Quelle	In: IAFOR Journal of Education, 10 (2022) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Adult Learning; Second Language Learning; Social Influences; Cultural Influences; Barriers; Instructional Improvement; Foreign Countries; Adults; Incidental Learning; Direct Instruction; Culture Conflict; Cognitive Style; Malta + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Zweitsprachenerwerb; Sozialer Einfluss; Cultural influence; Kultureinfluss; Unterrichtsqualität; Ausland; Inzidentelles Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kulturkonflikt; Cognitive styles; Kognitiver Stil
Abstract	The pedagogy of language has since time immemorial majored in the use of pens and other printed materials. However, there occurred a separation of the teaching culture into two major categories; the "big C" and "little c", meaning high and popular culture. Over the years, advancements in various pedagogical techniques have made this boundary separating the two cultures thinner and thinner. It is now blurred with the result that one may not tell which teaching culture is applicable in various circumstances. The leading cause of these changes is sociocultural issues. Present-day evaluations of the humanities have caused a shift towards a broader view to accommodate anthropological and sociological approaches. This shift has also had an influence on the techniques which are used in teaching within the classroom setting. The current study focused on providing a comprehensive picture of various sociocultural problems affecting Maltese as a second language (ML2) pedagogy and the depth to which the reported sociocultural issues are significant to ML2 and any second language teaching and learning. This study investigated the challenges experienced by thirty-five ML2 adult learners. Participant interviews constituted the sole data collection tool. The participants, who came from all walks of life and spoke a variety of first language linguistic systems, including Semitic, Romance, Germanic, Slovanic, Indo-European, Indo-Aryan, and Indo-Iranian, experienced challenges regarding their linguistic abilities, culture shock, personalities, memory, and the teaching method. The current study was required to investigate challenges encountered by adult learners of ML2 and to make some recommendations for improving instruction for adult learners. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01