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‘I felt that I do live in the UK now’: international students’ self-reports of their English language speaking experiences on a pre-sessional programme / Fiona Copland and Sue Garton
// Language and education 2011, Vol25, N.3 2011p. 241-255 This article focuses on the English language experiences of a group of pre-sessional students, an under-represented group in the literature on language and education. In particular, it investigates the opportunities that such students have to use English out-side the classroom, shown to be a key factor in student satisfaction with their study abroad experience. Drawing on data from questionnaires, interviews and on-line di-aries, we show that students have a variety of opportunities to use English; however, these opportunities may require students to engage in complex negotiations right from the beginning of their sojourn in the UK. Micro-analysis of the data shows that agency is a key construct in understanding students’ representations of their English encounters as they begin their lives in the UK. The article concludes with some suggestions as to how pre-sessional courses may develop students’ linguistic and socio-cultural skills in order that they may interact successfully in English outside the classroom
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Children's vs. teachers’ and parents’ agency: a case of a Serbian-English bilingual preschool model / Danijela Prošić-Santovac, Danijela Radović
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 289-302 This study investigated the agency of children, parents and teachers in a Serbian-English bilingual preschool. The focus was on uncovering the kind of agency each of these groups exercised in the process of language learning by examining the children's linguistic behaviour and the role that parents and teachers had in motivating children learning English as a foreign language. The results show that, within a model which relied on strict separation of languages, the children initiated communication with their L2 teacher mostly in their L1. Even when they faced a question in L2, the children answered both in L1 and L2, which shows the need for a different approach in teaching. On the other hand, the lack of teachers’ and parents’ agency in providing adaptations to the teaching model and promoting flexibility in the teaching process has been found to be caused by the strictly predefined applied model, with little room for modification. Thus, the needs of the learners could not be served fully, although both the teachers and the majority of parents used any opportunity to influence the language learning process by encouraging the children to learn a second language and by shaping their attitudes toward it.
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