| VOL. 38, NO. 1 - Spring 2005 |
Curriculum Models and Instructional Techniques
Teacher Preparation and Professional Development
Learning Strategies
Curriculum Models and Instructional Techniques
Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation
Kate Paesani, Wayne State University
Abstract: This article outlines an approach to explicit grammar instruction that uses literary texts as comprehensible, meaning-bearing input. In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammatical forms, to raise students’ consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert’s (1949) poem “Le Message.”
Female, Nonnative Perspectives on Second Language Conversation: Connecting Participation with Intercultural Sensitivity
Anne M. Edstrom, Montclair State University
Abstract: Although proficiency is a primary goal, the objectives of second language (L2) teaching are also to enhance learners’ understanding of the nature of language and culture (National Standards, 1999). This study, based on interviews with 13 American women living in Venezuela, explores nonnatives’ perspectives on factors that influence their participation in L2 conversation: familiarity with L2 conversational styles, ability to accept differences in style, and interest in topics of conversation. The participants’ experiences highlight the role of individual differences and the link between language and culture. Bennett’s (1993) model of intercultural sensitivity provides a framework for considering the role of culture in the development of L2 conversation skills, and these findings reinforce the value of exposing learners to factors that may affect their L2 competence.
Engaging Critical Pedagogy: Spanish for Native Speakers
Jennifer Leeman, George Mason University
Abstract: This article addresses Spanish for native speakers (SNS) instruction from the perspective of critical pedagogy, including the critical examination of dominant educational paradigms as well as the proposal of alternative models. Emphasizing the inherently political nature of education and the role of language in the production of knowledge, culture, and identities, the author analyzes current models of SNS and argues that appropriateness-based models designed to promote expansion of students’ linguistic repertoires may reinforce dominant sociolinguistic hierarchies and deny student agency. An emerging critical approach is considered, and a proposal that emphasizes the political— as well as the formal and social—aspects of language, and the promotion of student agency is presented. Specific suggestions for the implementation of the proposed approach are provided.
Improving Speaking Skills Through Instruction in Oral Classroom Participation
Wenli Tsou, National University of Tainan
Abstract: Studies in language learning have addressed the necessity of classroom interaction or students’ oral participation in class. However, getting students to respond in a language classroom— especially a foreign language class—is a problem that most language teachers face. This article suggests remedies to language learners’ reticence, using Taiwanese students as participants. Instruction about classroom participation was provided to students in the experimental group to see whether this treatment can (a) increase students’ oral participation in class, and (b) lead to the improvement of students’ speaking proficiency. Both hypotheses are supported by the data of the study. Suggestions for participation instruction in regular foreign language classes are also provided.
Teacher Preparation and Professional Development
Classroom Management for Teachers of Japanese and Other Foreign Languages
Elaine K. Horwitz, The University of Texas at Austin
Abstract: This article describes the classroom management component of the Professional Development of Japanese Teachers of Texas (PDJT), a certification program for teachers of Japanese. In addition, it offers suggestions in classroom management for teachers of Japanese and other foreign languages as well as guidance for teacher trainers to help new teachers develop classroom management skills. Although a classroom management class is required for teacher certification, a generic course would not have met the needs of these teachers. The course needed to build on the maturity, classroom experience, and cultural orientation of the participants. Class time utilized many smallgroup activities based on the participants’ classroom experiences and emphasized the realities of American classrooms. This approach can serve as a model for training programs serving varied groups of teacher-certification candidates.
An Electronic Portfolio for the ACTFL/NCATE Teacher Program Standards in the Second Language Methods Course
Stephanie Dhonau, University of Arkansas at Little Rock; Dave McAlpine, University of Arkansas at Little Rock
Abstract: With the publication of the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers in the fall of 2002, teacher preparation programs need to rethink the process of gathering materials that best represent the abilities of the teacher candidates they are training. This article discusses how one foreign language program has piloted an archival process that requires students to produce a CD-ROM as part of the second language methods course. The CD-ROM will become a part of the total package presented during a NCATE accreditation review. Although the creation of the CD-ROM is ultimately for institutional review of its foreign language teacher education program, it has also led to interactions among the foreign language faculty about the shared responsibility for the preparation of teachers. Raising the bar for teacher candidates can only energize faculty to revisit expectations for all foreign language students. When all faculty members realize that they are charged with graduating better-educated teacher candidates, the ACTFL/NCATE Program Standards will have accomplished far more than institutional accreditation.
Collaborative Teacher Research: Learning with Students
Sally Hood Cisar, University of Hawaii at Manoa
Abstract: This qualitative case study explores how collaborative teacher research serves as a professional development model for practicing teachers. The purpose of the study is to examine how participation in a collaborative teacher research group affected three French teachers’ understandings of one state’s foreign language standards, and to look at how those understandings were realized in a collaborative teacher research (CTR) project. This article specifically focuses on the results emanating from how the three French teachers individually and collaboratively interpreted and implemented foreign language standards while participating in CTR. Data were collected from workshops, journal entries, classroom observations, lesson plans and materials, workshop evaluations, the teachers’ research, and e-mail conversations. Results show that the teachers learned about the standards primarily from collaborating with their students.
Learning Strategies
The Challenge of Measuring Language Learning Strategies
Lindy Woodrow, University of Sydney
Abstract: This article discusses the usefulness of using generic strategy inventories to assess language learning strategies (LLSs) across contexts. A review of the LLS research is presented with a critique of extant studies in relation to classification of strategies, methodological issues, and the predictability of language performance. The present research project aimed to measure LLSs, provide evidence for a taxonomy of LLS, and investigate the relationship between LLS and English language performance. The article concludes that studies employing LLS scales that use a standard Likert-type scale are not appropriate because of the wide range of possible contextual influences, such as cultural and educational background. The article suggests a more situated approach utilizing in-depth qualitative methods would be more appropriate in assessing LLS use.
Language Learning Strategies and English Proficiency of Chinese University Students
Deanna L. Nisbet, Regent University; Evie R. Tindall, Regent University; Alan A. Arroyo, Regent University
Abstract: This study investigated the relationship between language learning strategy (LLS) preferences and English proficiency among Chinese university students. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and an institutional version (ITP) of the Test of English as a Foreign Language (TOEFL) were administered to 168 third-year English majors. Multiple regression analysis revealed that SILL strategies accounted for only 4% of the variation in ITP-TOEFL score. Results of a multivariate analysis of variance (MANOVA) indicated no significant differences between males and females on eight measures of learning strategy preferences and proficiency. Findings suggest a need for further research examining other factors that may account for variation in proficiency among Chinese learners. The authors recommend a closer examination of the relationship between learning strategies and proficiency, and the possible interplay of learner autonomy, across diverse cultural settings.
Assessment of Language Learning Strategies Used by Palestinian EFL Learners
Aziz Khalil, Bethlehem University
Abstract: This article assesses the language learning strategies (LLSs) used by 194 high school and 184 university English-as-a-foreign-language (EFL) learners in Palestine, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). It also explores the effect of language proficiency and gender on frequency of strategy use. The findings show that proficiency level and gender have a main effect on overall strategy use, but their effects on the use of each of the six categories of strategies and individual strategies are variable. The findings have significant implications for research on LLSs, classroom instruction, materials design, and teacher preparation.
