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Descriptors:
Multicultural Education; Metalinguistics; Cultural Awareness; Lifelong Learning; Foreign Countries; Second Language Instruction; English (Second Language); Comparative Analysis; Second Language Learning; Correlation; Language of Instruction; Teaching Methods; Intercultural Communication

Abstract:
The vexed question of the relationship between "language" and "culture" will be the starting point. I do not propose to "resolve" the question but to consider some ways in which relationships between cultural awareness and language awareness might be conceptualised and then have some impact on language education. By "language education" I refer to the teaching and learning of all languages in a curriculum, whether this be the synchronic experienced curriculum of a learner at a given point in time or the diachronic curriculum of their lifelong learning. I will draw on the Council of Europe's concept and platform for "Languages in Education, Languages of Education" and plurilingual and intercultural education to provide an overview of the issues involved. Finally, I will consider the impact on teaching and learning in practice by suggesting that, in the best cases, language and culture teaching produces, through the development of linguistic and intercultural competence, alternative conceptualisations of the world and contributes to the education/"Bildung" of the individual in society. (Contains 5 notes and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Classes (Groups of Students); Web 2.0 Technologies; Native Speakers; Computer Mediated Communication; Turkish; Intercultural Communication; Interviews; Student Attitudes; Cultural Awareness; Learning Experience; College Students

Abstract:
There have been several attempts to integrate Web 2.0 technologies including podcasts, weblogs, wikis, and virtual 3D communities into language education thus far. Second Life, a virtual 3D community, might create unique opportunities for language learners specifically in the following ways: As a source of authentic interaction with target language speakers, a venue for language classes, and an autonomous study opportunity for learners. In this context, this study reports Second Life experiences of American students learning Turkish as a foreign language in the University of Florida, the USA and of Turkish students learning English as a foreign language at Gazi University, Turkey. The interviews demonstrated that both groups of students regarded Second Life as a contribution to authentic interaction with native language. Furthermore, the experiences indicated Second Life served as a good bridge for cultural competence and an inevitable tool to foster less threatened learning experiences despite challenges encountered on the way. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grounded Theory; Focus Groups; Second Language Learning; English (Second Language); Spanish Speaking; Grade 4; Grade 5; Poverty; Elementary School Students; Enrollment; Interviews; Observation; Educational Trends; Hispanic Americans; Immersion Programs; Second Language Instruction; Language of Instruction; Individualized Education Programs; Lunch Programs; Native Speakers; English; Spanish; Cultural Capital; Literacy; Parent School Relationship; Access to Education; Faculty Development; Bilingual Education Programs

Abstract:
Two-way immersion (TWI) programs teach English Learners (ELs) and native English speakers in the same classroom using both languages in an immersion approach. Studies suggest that TWI programs result in greater student integration, thus providing a promising alternative for Spanish speaking ELs, who are frequently concentrated in high poverty, majority-minority schools. This study used a mixed methods research design to examine student integration issues in two elementary schools. Enrollment data from 1999-2009 were analyzed using both descriptive and inferential statistics. Grounded theory was used to analyze data from interviews, focus groups, observations, and archival documents. The demographic analyses revealed trends that are consistent with demographic changes nationally: an increasing Latino population and a decreasing White population. In terms of instructional integration patterns, the following findings were consistent for both schools. Prior to the introduction of TWI, students with Individualized Education Programs (IEPs) were evenly distributed among 4th/5th grade classrooms. After TWI, significantly more students with IEPs were in the English only than in TWI classes. In addition, after TWI, significantly more English speakers who qualified for free/reduced meals were found in the English only classes. However, Spanish speakers, who were almost exclusively located in TWI, had significantly higher free/reduced meals rates than English speakers in either TWI or English only classes. The central theme to emerge in the grounded theory study was "Negotiating the Value of Spanish," a process that occurred over many years as both schools grappled with a growing Latino population. Using Bourdieu's concept of cultural capital, I suggest that the introduction of TWI commodified Spanish within the mainstream educational program, providing cultural capital gains for Spanish speakers as a result. TWI provided the justification and resources for hiring more bilingual staff, for purchasing Spanish curriculum materials, for providing professional development in Spanish and about Spanish literacy, for increasing outreach to Spanish speaking families, and for prioritizing Spanish speakers' access to the program. Spanish speakers and their families thus gained greater access to the curriculum and the life of the school, and staff began to see Spanish speakers differently. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intercultural Communication; Discussion; Student Attitudes; Cultural Awareness; Foreign Countries; Case Studies; Clinical Experience; Communication Skills; Reflective Teaching; English (Second Language); Medical Education; Health Education; Science Education; English for Special Purposes; Multimedia Instruction; Health Services; Undergraduate Study; Interviews; Reflection; Language Skills; Skill Development; Second Language Instruction; Second Language Learning

Abstract:
Awareness of how different cultural beliefs may influence one's own and others' linguistic choices is fundamental to successful spoken communication, particularly in intercultural professional settings such as contemporary healthcare. The aim of this paper is to outline how this sensitivity can be enhanced through teaching that develops reflectiveness as practice for analyzing and understanding the interrelationship of language, communication and culture. The setting is an intercultural ESP learning context supporting international students in undergraduate medical and health sciences education. A multimedia tool was developed as a trigger for the teacher to assist learners to explore, understand, and take into account the interrelationship between language, culture and communication in healthcare settings. The multimedia tool includes a series of "voxpop" style interviews with students to give voice to the students' perceptions and experiences of their clinical experience in Australia. Simulated interactions of these ESP learners in clinical settings provide triggers for classroom discussion, build reflective practice skills, and develop the requisite language competence and clinical communication skills. The discussion includes strategies for implementation and evaluation of the multimedia supported methodology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Literacy; Speech Communication; Second Language Learning; Language Skills; Reading Comprehension; Reading Fluency; English (Second Language); Spanish Speaking; Oral Language; Grade 1; Correlation; Oral Reading; Elementary School Students; Native Language; Models

Abstract:
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Activities; Learning Activities; Teaching Methods; English (Second Language); Foreign Countries; Intercultural Communication; Second Language Learning; Second Language Instruction; Language Variation; Cultural Awareness; Language Proficiency; Language Teachers; Consciousness Raising

Abstract:
This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in proficiency/competence among all varieties of Englishes in today's globalised world and suggest that IELT be listed as a requirement for professional ELT qualifications in South Korea. To do this, the paper first talks about the present status of English as a world Englishes and its implication for the language/culture education. Then the study provides what IELT is and it consists of, and how IELT components can be realised in WEes classrooms. At the end, this paper presents some of the teaching activities conducted in the present author's classes throughout two semesters of 2011. This may help WEes teachers especially from the inner circle varieties in South Korea to be equipped with the awareness and understanding of the main issues in IELT for his/her classrooms since students' progress towards intercultural competence is under threat (Sercu, 2002) without teachers' adequate development in intercultural communication and their active involvement and commitment with/to learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Statistical Analysis; Foreign Countries; Study Abroad; Outcomes of Education; Student Attitudes; North Americans; Surveys; Questionnaires; Intercultural Communication; Second Language Learning; Language Skills; Correlation; Second Language Instruction; Teaching Methods; Educational Benefits; College Students

Abstract:
This article reports the findings of an investigation into the impact of study abroad experiences on self-efficacy perceptions among foreign language (FL) learners. Thirty-nine American college students taking part in both short-term and semester-long academic programs in France and Spain completed self-efficacy surveys at the beginning and at the end of their foreign sojourns. Students were also asked to complete a questionnaire documenting the nature and extent of their interactions with members of the host country. Statistical analysis of the self-efficacy measures in this investigation revealed that participation in a study abroad program (regardless of its length or destination) had a significant impact on self-efficacy perceptions in all FL subskills (reading, writing, listening, and speaking). Furthermore, the extent of self-efficacy gains was found to be associated with the extent and type of interaction with members of the host country. Pedagogical implications of these finds are discussed, along with suggestions on how to maximize the motivational benefits of foreign study programs. (Contains 1 figure and 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Second Language Instruction; Intercultural Communication; Linguistics; Language of Instruction; Spanish; English (Second Language); Second Language Learning; Personal Narratives; Student Attitudes

Abstract:
US foreign language education is often presented as an opportunity to foster intercultural communication; yet, curricula frequently build borders between an English-speaking "we" and a non-English-speaking "they". Little is known, however, about how language students make sense of their changing linguistic identities as they encounter users of the language of instruction outside the classroom. This paper examines the stories those enrolled in university-level Spanish courses tell about their language learning histories and experiences. It considers how these stories construct particular, and frequently asymmetrical, social and linguistic borders. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Size; School Readiness; Disadvantaged Youth; Kindergarten; Family Environment; Leisure Time; Early Intervention; Longitudinal Studies; Young Children; Student Diversity; Program Effectiveness; Student Characteristics; Institutional Characteristics; School Size; School Schedules; Teacher Student Ratio; Teaching Experience; Teacher Certification; Skill Development; Parent Participation; Child Development; Developmental Stages; Correlation; Language Skills; Reading Skills; Mathematics Skills; Social Development; Emotional Development; Socioeconomic Status; Racial Differences; Gender Differences; Discipline; Child Health; Nutrition; Parent Influence; Mental Health; Social Support Groups; Child Care; Parent Attitudes; Parent School Relationship; English (Second Language); Low Income Groups; Whites; Hispanic Americans; Minority Groups; Spanish Speaking; Language of Instruction; Physical Activity Level; Recess Breaks; Cognitive Development; Interpersonal Competence; Body Composition

Abstract:
The Head Start Family and Child Experiences Survey (FACES), sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families (ACF), was first launched in 1997 as a periodic longitudinal study of program performance. This report is the fourth in a series that uses data from the FACES 2006 cohort to describe the population of 3- and 4-year-olds who entered Head Start for the first time in fall 2006, their families, and their classrooms. Guided by the FACES conceptual framework (Figure 1), earlier reports documented the diversity in the Head Start population in terms of demographic and socioeconomic characteristics, the skills that children have when they first enter the program, and the gains in these skills over one or two years of program participation. The current report describes the group of children who first entered Head Start in fall 2006 either as a 3- or 4-year-old, completed one or two years in the program, and attended kindergarten the year after graduating from Head Start. As in the earlier reports, the authors profile the demographic characteristics of this group and describe their home and family life, drawing comparisons where appropriate to the characteristics of the population of children and families when they first entered Head Start or after completing one year in the program. New to this report is a description of the schools and kindergarten classrooms Head Start graduates attend. The authors describe broad characteristics of their schools such as size, student body composition, and school type. They describe children's kindergarten classrooms and teachers, including information on characteristics such as the length of the school day (full- versus half-day kindergarten), class size, child-to-staff ratio, and teachers' experience and degrees. They once again document children's gains in a broad set of skills from program entry to Head Start graduation and to the end of the kindergarten year, and investigate the associations between children's skills when entering and leaving Head Start, their skills at the end of Head Start, and their progress through the spring of their kindergarten year. The findings in the report are intended to answer five research questions: (1) What are the child/family demographics and home environment characteristics of children who complete Head Start and enroll in kindergarten? How involved are their parents in their schools and education?; (2) What are the characteristics of the schools and kindergarten programs children attend after completing Head Start? What are the characteristics of their kindergarten classrooms and teachers?; (3) What developmental gains do children make during Head Start and beyond? How do their skills compare to those of their peers; (4) Are children's school readiness skills at the end of Head Start related to developmental outcomes at the end of kindergarten? Are there cross-domain relationships between children's language, literacy, math, and social-emotional skills?; and (5) What child/family and Head Start characteristics relate to children's development at the end of Head Start and the gains they make from the time they enter Head Start through the spring of kindergarten? Does their growth in school readiness skills vary by their skills when first entering Head Start? The remainder of the report is organized into six sections. First, the authors provide background on the study methodology and sample. Second, they offer information on children's characteristics, family demographics, and home life, including language background, educational environment of the home, family routines, and socioeconomic risk status. They include information on parents' involvement with their children's elementary schools, the level of satisfaction with their children's schools, and parents' beliefs about how well Head Start prepared their children for kindergarten. Third, they describe the schools Head Start children attend for kindergarten, their kindergarten classrooms, and their teachers. They include information on the background of the children in their classrooms as well as educational experiences in the classroom. Fourth, they chronicle children's developmental progress from the time they completed Head Start through the end of kindergarten, considering whether these outcomes vary by gender, race/ethnicity, or risk status. Fifth, they explore the associations between children's school readiness skills as they complete Head Start and their developmental outcomes at the end of kindergarten. Sixth, they investigate associations of child/family and Head Start characteristics with children's development at the end of Head Start and their developmental progress from Head Start entry to the end of kindergarten. They also explore the relationship of children's relative skills at program entry (that is, low, average, or high ability) to their development progress during this time period. (Contains 2 tables, 26 figures and 70 endnotes.) [For related report, "The Data Tables for FACES 2006: Head Start Children Go to Kindergarten. ACF-OPRE Report", see ED517212.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Second Language Instruction; Second Language Learning; Doctoral Dissertations; Personal Autonomy; Foreign Countries; English (Second Language); Supervisors; Individual Differences; Language Skills; Cultural Awareness; Evaluation Methods; Research Methodology

Abstract:
This paper reviews 25 doctoral dissertations on second language acquisition (SLA), English language learning and teaching submitted in Poland in the years 2006-2010. The theses were selected for review on the basis of the recommendations of Ph.D. supervisors from leading Polish universities and they are divided into six groups: learner autonomy, individual differences, language subsystems and skills, culture, assessment and miscellaneous. The dissertations are discussed with respect to their main findings as well as their strengths and weaknesses, and the paper concludes with an overall evaluation of the research in terms of its dominant themes and methodology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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