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Language Learning Beyond the Classroom / Phil Benson.
// ELT journal. 2015, Vol. 69, No. 4. 2016.p. 110-113. Nunan and Richards begin their preface to this collection of papers on language learning beyond the classroom by observing that the focus in language learning research, theory, and practice has traditionally fallen on learning and teaching in the classroom. The notion of learner autonomy introduced a complementary perspective with its shift of focus from teaching to learning. Language Learning Beyond the Classroom offers a new perspective on autonomous learning by showing how out-of-class learning can complement classroom-based learning. This shift of perspective is especially timely in an era in which rapidly developing internet-based technologies and opportunities for travel have dramatically expanded affordances for foreign language learning and use beyond the classroom. ...
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Language teacher action research: achieving sustainability / Emily Edwards, Anne Burns.
// ELT journal. 2016, Vol. 70, No. 1. 2016.p. 6-15. Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in Australia, we address the question of the sustainability of the impact of AR. Data from a survey and interviews show that, between one and four years after completing an AR programme, the teachers felt more confident, connected to their students, research-engaged, and recognized by colleagues and managers. We argue that a balance of top-down institutional support and individual teacher motivation is essential in ensuring sustainability of the impact over time. Finally, we suggest how the benefits of AR can be sustained for teachers doing AR and their colleagues.
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‘I read, I don’t understand’: refugees coping with academic reading / Eliana Hirano.
// ELT journal. 2015, Vol. 69, No.2 2015.p. 178-187. This article investigates the experience of seven refugee students with academic reading during their first year of college, with a focus on the challenges they faced completing assigned readings and the strategies they used to cope with these challenges. Although the participants graduated from American high schools, they were not considered ‘college-ready’, according to their scores in standardized exams. Data were collected over two semesters through interviews with participants and faculty, class observations, and written documents such as assigned readings. Data analysis followed qualitative procedures. Findings show that all seven participants were able to cope with academic reading in first-year college, despite the numerous difficulties they faced. This article has implications for college instructors teaching not only refugee students but also teaching any of the growing number of international students currently attending higher education worldwide.
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A case for bilingual learners’ dictionaries./ Robert Lew and Arleta Adamska-Sałaciak
// ELT journal. 2015, Vol. 69, No. 1. 2015p. 47-57. This article makes a case for bilingual learners’ dictionaries. These dictionaries are very different from traditional bilingual dictionaries, being attuned to the productive needs of learners who are speakers of a specific L1. Although they have been around for some time now, teachers of English remain largely unaware of their benefits (or, possibly, their existence), continuing to promote the one-size-fits-all monolingual English learners’ dictionaries (MELDs) as the best choice for their students. As practising lexicographers, we cannot fail to appreciate the excellence of the leading MELDs, but, as we try to show, there are important respects in which even the best monolingual dictionary cannot assist a foreign language learner. We also explain why bilingualized dictionaries (adaptations of MELDs) are not a viable alternative to custom-designed bilingual learners’ dictionaries when it comes to helping students speak or write in English. Our arguments are illustrated by sample entries taken from dictionaries for speakers of Japanese, Polish, and Portuguese learning English; some more examples of bilingual learners’ dictionaries for speakers of different languages are given in the Appendix.
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