Category: language teaching

5 recent publications & talks on language learning & technology

An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2022). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 1-22. (URL)

Kumar, B. A., & Goundar, M. S. (2022). Developing mobile language learning applications: a systematic literature review. Education and Information Technologies, 1-21. (URL)

Charles, M. (2022). Student Autonomy and Data-driven Learning in English for Academic Purposes. (URL)

Taghizadeh, M., & Basirat, M. (2022). Investigating pre-service EFL teachers’ attitudes and challenges of online teaching. Computer Assisted Language Learning, 1-38. (URL)

Veiga Norlander, C. (2022). L2 Vocabulary Acquisition: An Investigation into the Effectiveness of PlayPhrase. me as a Tool for Learning English Vocabulary for Swedish Level 9 Students. (URL)

Mike McCarthy on discovery our histories as language educators

Read the piece here.

Some extracts from Jean Coussins’ “English is not enough”

Source: (URL)

A NATIONAL RECOVERY PROGRAMME FOR LANGUAGES. A framework proposal from the All-Party Parliamentary Group on Modern Languages, published 4 March 2019

Some extracts

Britain, and its government, must remember that only six per cent of the world’s population are native English speakers and 75 per cent speak no English at all.

The amount of online content in English is declining, from over half in 2000 to about a quarter now. Over the same period, Mandarin content has increased from 5 per cent to well over 20 per cent and rising.

The decline in language learning in UK schools can now be felt right up the chain, through universities and into the business community.

Just last week, the BBC reported that language learning is at its lowest level in UK secondary schools since the turn of the millennium, with German and French falling the most.

In 1999, 342,227 took GCSE French while last year the number was just 126,750. Languages at A-level are in freefall: the year-on-year drop last year alone was 5.4 per cent.

Secondary school pupils in the UK spend less time studying languages than anywhere else in the developed world.

Over 70 per cent of UK employers say they’re unhappy with the foreign language skills of British school leavers and graduates and are forced to recruit from overseas to meet their needs.

Smart businesses who make use of languages report 43 per cent higher export/turnovers ratios.

The value of languages, Prof. Wendy Ayres-Bennett

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A SLEG seminar, Faculty of Education, University of Cambridge

Prof. Wendy Ayres-Bennett, U. Cambridge

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Challenges:

staff recruitment

transition to Secondary

inconsitent marking (A levels)

lack of confidence in the new A levels

decline of Modern Languages in HE (HEFCE data)

post-BREXIT UK?

2009 Worton report for HEFCE (Link here)

Objectives of the Multilinguialism Cambridge-led research project:

how languages can address key issues of our time

multidisciplinary perspectives (6 areas: from literature to applied linguistics and cognition)

British Academy Born Global (Link here)

Key findings here.

britac_ac_uk_sites_default_files_2__20sme_20language_20survey_20summary_pdf

britac_ac_uk_sites_default_files_2_9_20sme_20language_20survey_20summary_pdf

 

 

 

 

 

 

Native & learner language in interviews

This talk discusses some of our findings in

Pérez-Paredes, P., & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. Amsterdam: John Benjamins.

 

Language MOOCs. Providing Learning, Transcending Boundaries freely accessible online

Through the CALICO List
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Martín-Monje, Elena and Elena Bárcena (Eds.). 2014. Language MOOCs. Providing Learning, Transcending Boundaries. Berlin: De Gruyter Open.

This pioneering book presents an initial analysis of the theoretical and methodological issues underlying Language MOOCs and presents empirical evidence of their potential for the development of language communicative competences. It provides a mosaic-like view of LMOOC research, not only with respect to the geographical and institutional origin of its authors, but also to the heterogeneous nature of their respective academic backgrounds, and suggests directions for future development.