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Translating (in) the Public Service: when interpreting facilitates migrants’ understanding of the institutional context.
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Research on interpreter-mediated interaction has shown that linguistic and cultural mediators carry out independent choices when rendering their interlocutor's utterances in another language (Baraldi & Gavioli, 2021). This has been explained in two different, though complementary, ways. First, in terms of interaction coordination, through the empirical observation that interpreters do not only provide textual translation of utterances but frequently add to, cut, or modify their "source text" (Wadensjö, 1998). Second, in terms of conversational implicature, since linguistic meaning is in close relation with its embedding context, which at times needs to be made explicit (Mason, 2006). Based on transcribed audio-recordings of both mediated medical visits (data taken from the AIM corpus, cf. Gavioli, 2018) and of parent-teacher meetings in Italy, in which ELF is used to communicate with foreign patients or parents, this paper wants to shed light on those occasions in which mediators take the initiative of including extra information in their renditions, in order to clarify elements of the institutional context: in Public Service Interpreting, differences do not only concern the languages involved, but also the "service", which may be unfamiliar to foreigners with a migrant background. All data have been analysed according to two main methodologies. The first refers to the taxonomy formulated by Wadensjö (1998), which helps determine the degree of textual correspondence between speakers' utterances and mediators' renditions, but also the coordinating nature of the latter. The second draws from Conversation Analysis, mainly for what concerns "recipient design" (Sack, Schegloff & Jefferson, 1974) and "turn design" (Drew, 2013). Our final aim is to show how mediators' additions of institutional information not only serve the purpose of clarifying the immediate goals of the single institutional meeting but provide migrants with a potentially clearer understanding of the new institutional context they are a part of.
REFERENCES Drew, P. (2013). Turn Design. In J. Sidnell & T. Stivers (Eds.), Handbook of Conversation Analysis. Wiley-Blackwell. Baraldi, C., & Gavioli, L. (2021). Effective Communication and Knowledge Distribution in Healthcare Interaction with Migrants. Health Communication, 36(9), 1059-1067. Gavioli L. (2018). La mediazione linguistico-culturale in ambito sanitario. In A. De Meo & M. Rasulo (Eds.), Usare le lingue seconde. Studi AItLA. Mason, I. (2006). On mutual accessibility of contextual assumptions in dialogue interpreting. Journal of Pragmatics, 38, 359-373. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. Wadensjö, C. (1998). Interpreting as Interaction. Longman.
Dispositif hybride en classes de FLE hétérogènes : un levier de développement de compétences transversales chez les apprenants ?
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Multilingual and multilevel foreign language classes are situations frequently found in university language centers. Faced with this complex context in our university language center, a hybrid course based on differentiated pedagogy, autonomous learning, and the project-based approach was designed to meet the specific needs of learners in heterogeneous classes. We are questioning the hybrid course's potential in the development soft skills. Although this notion is far from being the object of a consensus in educational sciences, we will retain two characteristics: this competence is non-disciplinary, and its acquisition is assumed to be non-formal. In this communication, we will evaluate the extent to which a hybrid course designed for heterogeneous classrooms can develop certain soft skills.
Les classes de langues étrangères multilingues et multiniveaux sont des situations que l'on retrouve fréquemment dans les centres de langues universitaires (David, Abry, 2018). A cette hétérogénéité des niveaux s'ajoute une hétérogénéité sociale, cognitive et linguistique (Huver, 2012). Confronté à ce contexte complexe dans notre centre de langue universitaire, un dispositif hybride (Nissen, 2019) basé sur la pédagogie différenciée (Puren, 2001d), l'autonomie d'apprentissage (Little, 2017), et l'approche par projet (Meirieu, 1990) a été conçu afin de répondre aux besoins spécifiques des apprenants en classes hétérogènes. Le dispositif ayanr montré son efficacité dans la réponse à l'hétérogénéité des apprenants et le développement de leur autonomie d'apprentissage (Cappellini, Pouzergues, 2022), nous nous interrogeons désormais sur le potentiel du dispositif dans le développement de compétences transversales. Bien que cette notion soit loin de faire l'objet d'un consensus en sciences de l'éducation (Starck, Boanca, 2019), nous en retiendrons deux caractéristiques : sa non-disciplinarité et son acquisition supposée non formelle. Dans cette communication nous évaluerons dans quelle mesure un dispositif hybride en classe multi-niveaux ancré dans l'approche par projet permet de développer certaines compétences transversales. Notre étude s'inscrit dans une recherche-action réalisée auprès de trois groupes d'apprenants de niveaux hétérogènes ayant suivi notre dispositif hybride entre 2020 et 2022. Notre corpus est composé de données invoquées (enregistrements d'entretiens conseils, messages du carnet de bord), de données suscitées (questionnaires en début et fin de parcours) et de données provoquées (enregistrements d'entretiens compréhensifs individuels). Nous présenterons dans un premier temps notre cadre théorique, dans un second temps nous décrirons le contexte de l'étude analysée et proposerons une vision schématique du dispositif hybride. Nous exposerons dans une troisième partie la méthodologie employée pour recueillir notre corpus et les outils utilisés pour réaliser notre analyse de contenu. Enfin nous dévoilerons les résultats obtenus et proposerons des perspectives d'évolution.
Bibliographie :
David, C. et Abry, D. (2018). Classes multi-niveaux et pédagogie différenciée. Paris : Hachette
Huver, E. (2012). Evaluation et hétérogénéité/pluralité linguistique - Normes, tensions, didactisation, Conférence inaugurale dans le cadre de la journée d'études "L'hétérogénéité", co-organisée par Hachette et l'Alliance française, Paris, 1er juillet 2012
Little, D., & Legenhausen, L. (2017). Language Learner Autonomy : Theory, Practice and Research.
Meirieu, Ph. (1990 a). L'école, mode d'emploi. Des méthodes actives à la pédagogie différenciée. Paris : ESF, 5e éd.
Nissen, E. (2019). Formation hybride en langues : articuler présentiel et distanciel. Paris : Didier
Cappellini, M. et Pouzergues, P (2022). La classe multi-niveaux et la pédagogie différenciée dans un cours hybride, des leviers pour l'autonomisation des apprenants ? Recherches et Applications, n°72 - FDLM
Puren, C. (2001d). Pédagogie différenciée en classe de langue. Les Cahiers Pédagogiques, 399, 64-66.
Starck, S., & Boancă, I. (2019). Édito - Les compétences transversales : Une notion et des usages qui interrogent. Recherches en éducation, 37, Article 37.
Presenters Paul Pouzergues PhD Student, Aix-Marseille Université - CNRS
Pleonastic constructions in the acquisition of spatial language in L1 German
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Background The acquisition of spatial language in German has been described as challenging for both German L1 and L2 learners – not least because of the complex system of prepositional and particle constructions for the expression of PATH and GROUND in motion events. However, a less common and mainly colloquially used lexicalization pattern for local/directional marking has not been topic to research in greater detail, namely pleonastic constructions (henceforth: PLEO). Their specificity lies in the two semantically congruent adpositional slots (underlined in the example) such as in: in das Haus rein 'in the house into' which appear to be redundant. This PhD project draws on research that has pointed to PLEO as supporting structures in children's development of the network of closely linked PATH/GROUND expressions in German (Bryant, 2012). Data and method 3 longitudinal monolingual German corpora (CHILDES) with natural child-adult speech provide the data base for this study (Lieven & Stoll, 2013). The focus is on i) frequency and development of PLEO, and ii) their relation to syntactically simpler, non-pleonastic constructions (particles, prepositions). To that end, all PLEO were extracted from the original corpora and their frequency was traced over time. The question of a supporting function of PLEO is addressed by investigating in how far the (input) frequency of PLEO interacts with children's production of non-pleonastic constructions. The analysis of frequency effects and the consideration of the child-directed input follows the principles of usage-based approaches in language acquisition research (Behrens, 2009). Conclusions Preliminary results show that children use PLEO from early on (age 2;0) and that the proportion to non-pleonastic constructions is similar to adults (approximately 3% of all particle/prepositional constructions are pleonastic). In all dyads, correlations between input frequency of PLEO and children's production of PP were found: The more PLEO they hear until a measurement time point, the more PP they produce at that point of time. This might promote the hypothesis of PLEO as supporters in children's acquisition of German prepositional phrases (Bryant, 2012). The findings can make a valuable contribution to the development of authentic teaching materials for the support of spatial language competencies which are essential skills predicting later academic success (Möhring et al., 2021). Literature: Behrens, H. (2009). Usage-based and emergentist approaches to language acquisition. Linguistics, 47(2), pp. 383–411. Bryant, D. (2012). Lokalisierungsausdrücke im Erst- und Zweitspracherwerb. Baltmannsweiler: Schneider. Lieven, E. & Stoll, S. (2013). Early communicative development in two cultures. Human Development, 56, pp. 178–206. Möhring, W.; Ribner, A.; Segerer, R.; Libertus, M.; Kahl, T.; Troesch, L.M. & Grob, A. (2021). Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking. Learning and Instructions, 75, 101515.
Investigating the impact of The Enduring Principles of Learning on multilingual pupils’ language and literacy development
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The overarching aim of this quasi-experimental study was to examine if a US-established professional development intervention, known as the Enduring Principles of Learning (EPL), can influence teaching practice and subsequently improve primary-aged multilingual learners' English proficiency in England. The EPL uses socio-cultural enquiry-based pedagogical approaches (Vygotsky, 1978) through which teachers engage intentionally with student-led classroom dialogue (Alexander, 2020). Whilst this is the first time the EPL is being investigated within the UK context, previous studies elsewhere have demonstrated the positive impact EPL can have on multilingual learners' attainment when teachers receive targeted cycles of professional development (Teemant, 2014; Teemant & Sherman, 2022).
This study aimed to evaluate whether the EPL intervention improved language and literacy outcomes for 80 Year 1 pupils (aged 5-6) and 75 Year 4 pupils (aged 8-9) across 4 linguistically diverse primary school classrooms in South East England. 89% of participating pupils were considered 'English as an Additional Language' (EAL) learners, who together, have exposure to over 20 languages.
Teachers of 4 classes in the experimental schools (n = 85) received professional development in the EPL, while teachers of 4 classes in the control school (n = 70) conducted business as usual. Bespoke pre- and post-tests, measuring pupils' English proficiency in speaking, listening, reading, writing, based on World-Class Instructional Design and Assessment (WIDA) materials were developed for the study. These were complemented by the British Picture Vocabulary Scale (Dunn et al., 1997) to provide an indicative measure of pupils' English vocabulary. Pre- and post-tests were administered to experimental and control pupils in December 2021 and June 2022.
At pre-test Year 4 pupils had broadly similar starting points across all tests, while in Year 1 there were significant differences between control and experimental pupils for listening. Monolingual Year 1 pupils also had higher levels of vocabulary than did multilinguals. This presentation will outline findings from a mixed ANCOVA to explore whether the greater pre-post test improvement anticipated for the experimental group did occur, controlling for vocabulary scores.
The implications of the study for classroom practice, teacher-friendly multilingual learner test design and theoretical considerations of the role of the teacher in multilingual pedagogy will be considered. They will also be discussed against a backdrop of pertinent contextual factors. These include covid-induced disruptions of pupils' schooling experiences, as well as the diverse nature of participants featured in this study.
References:
Alexander, R. (2020). A dialogic teaching companion. Routledge. Dunn, L., Dunn, D., Whetton, C., & Burley, J. (1997). The British Picture Vocabulary Scale (2nd ed.). NFER-Nelson. Teemant, A. (2014). A mixed-methods investigation of instructional coaching for teachers of diverse learners. Urban Education, 49(5), 574–604. https://doi.org/10.1177/0042085913481362 Teemant, A., & Sherman, B. J. (2022). Coaching content teachers toward pedagogical equity for multilingual students. European Journal of Applied Linguistics and TEFL, 11(1), 169–187. https://doi.org/10.13140/RG.2.2.27259.39207 Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (eds.)). Harvard University Press.
Presenters Aniqa Leena PhD Student, University Of Reading Co-authors Naomi Flynn Professor Of Education, University Of ReadingSuzanne Graham Professor, University Of Reading
“I will spare you from a long reading”: Language students’ “talk” to the teacher in their written reflections of learning
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Language learning journals are a popular method to study language learning in beyond the classroom contexts, providing access "into the internal, largely private world of the language learners." (Bailey, 2022, p. 355). However, as students write them with the teacher-researcher as the intended audience, journals reveal only glimpses of students' conceptions of what is "reportable" learning. Thus, it is important to assess the instructor's role in the students' responses.
This paper explores and analyzes how students perform their learning and "talk" to their instructor in their written reflections of learning. The data came from an electronic portfolio task in which students in an American university-level Finnish Studies program reported and reflected on their independent Finnish language use beyond the class. I engaged in exploratory practice (Hanks, 2017), in the study that followed the process of nexus analysis (Scollon & Scollon, 2004). The data were analyzed using discourse analysis and the central concepts of nexus analysis: historical body, interaction order and discourses in place.
In their reflections, following the discourses in place of the portfolio task that directed for structured reflection, the students explicitly explained their choices to their instructor (see Gee, 2014, p. 3-6), positioning their activities as learning activities. In the interaction order, the students oriented to the task and to the instructor as recipient (see Gee, 2014, p. 20), sometimes explicitly addressing the instructor, asking questions, or posing requests. Students also performed their role as non-experts of the language (Hauser, 2018), positioning the instructor or their interlocutor as the expert. They made salient their historical bodies as language learners – their beliefs of language learning and 'being' a good language learner (Scollon & Scollon, 2004).
The study informs teacher-researchers about what students perceive as the most prominent examples of their learning. The results can be used to adapt pedagogical practices that shape students' conceptions of language learning. The study will also inform teacher-researchers about how to enhance self-reflection about their own role in practitioner research.
References
Bailey, K. M. (2022) Language Learning Diary Studies in Learning Beyond the Classroom Contexts. In Reinders, Lai & Sundqvist, 2022) The Routledge Handbook of Language Learning and Teaching Beyond the Classroom (pp. 354-366). Routledge.
Hanks, J. (2017). Exploratory Practice in Language Teaching: Puzzling About Principles and Practices. New York: Palgrave Maxmillan. https://doi.org/10.1057/978-1-137-45344-0
Hauser, E. (2018) Being a Non-expert in L2 English: Constructing Egalitarianism in Group Preparation Work. Hacettepe University Journal of Education (HUJE) 33(Special Issue): 93-112 [2018] doi: 10.16986/HUJE.2018038798
Richards, J. C., Richards, J. C. R., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge university press.
Scollon, R., & Scollon, S. B. K. (2004). Nexus Analysis. Discourse and the Emerging Internet. New York: Routledge. https://doi.org/10.4324/9780203694343
Presenters Elisa Räsänen PhD Student, University Of Jyväskylä
Enhancing Students’ Motivation in the EFL Classroom using the ARCS model: Tunisian Undergraduate Students
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The present study is part of my PhD research project in which I look at the use of motivational strategies by teachers of English in Tunisian higher education level. I also explore students' perception of the use of these strategies as well as its relation to students' L2 self vision.
An abundance of research suggests that motivation is important for foreign learning. However, few studies have focused on the effective use of motivational strategies by teachers. Keller's (2010) ARCS model addresses the gap between L2 motivation theories and classroom practice with a focus on four categories: attention, relevance, confidence, and satisfaction. The current research seeks to investigate Tunisian university teachers' use of motivational strategies (MS) (Dörnyei, 2001) and the extent to which their students find them effective. It also seeks to explore the relation between students' self-perception and their teacher's use of MS. In addition, it will highlight any correlation between students' English proficiency level and their perception of MS. The following instruments will be employed for data collection to answer the research questions: (a) the Instructional Materials Motivational Survey (IMMS) questionnaire to students and teachers (Keller, 2010), (b) the L2 Motivational Self System (L2MSS) questionnaire (Dörnyei, 2010), and (c) the Motivational Orientation of Language Teaching (MOLT) classroom observation scheme by (Guilloteaux and Dörnyei, 2008). The present study is expected to make methodological and pedagogical contributions. From a methodological perspective, the L2MSS theory (Dörnyei, 2009) will be combined with the ARCS model and applied in the Tunisian educational context for the first time. The triangulation of research methods will have reliable results and pave the way for more research studies. As to the pedagogical implications, this research will have implications for both students and teachers. In fact, Tunisian university students are not used to voice their opinions about their teachers. The two questionnaires will give students the opportunity to evaluate their teachers' motivational practice and will allow teachers to reflect on their use of MS. The findings will be shared with participating teachers so that they can employ MS more effectively in their English classes and enhance their students' motivation.
References: Dörnyei, Z. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press. Dörnyei, Z. 2009. The psychology of second language acquisition. Oxford: Oxford University Press. Dörnyei, Z. 2010. Questionnaires in Second Language Research: Construction, Administration, and Processing. 2nd Edition, Routledge, London. Guilloteaux, M.J. and Dörnyei, Z. 2008. "Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation". TESOL Quarterly, 42, 55-77. Keller, J. M. 2010. Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
How do Finnish teachers describe and evaluate their professional competence and development expectations? A linguistic approach.
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Expectations regarding the role and competences of teachers in Finnish comprehensive schools are currently subjected to changes that derive both from societal changes affecting schoolwork and top-down official requirements. Linguistic research can shed light on how these competence development expectations and requirements are communicated, how teachers and their supervisors negotiate these goals, and how teachers themselves talk about their development as a teacher. In this paper, I explore the ways in which this kind of multidimensional phenomenon can be researched. The focus is on how teachers themselves discursively construct and present their professional development and identify and define factors affecting it. More specifically, I scrutinize which evaluative expressions teachers use when talking about their competences and growing as a teacher. The theoretical framework of my research is Critical Discourse Analysis. My main method is linguistic text analysis and I use Martin and White's Evaluation Theory in categorizing my semi-structured interview data. (The production of this data set is work in progress). By doing so, I will show how, and for what purposes, teachers use evaluative expressions. The analysis reveals how the evaluative language participates in constructing different discourses in the school context. As a result, I will show how the ideals of being a teacher are linguistically constructed and how linguistics can offer a relevant way of addressing the topic of professional development. By increasing understanding of what teachers think about their own competences and how they deal with the change, this research can give us a wider perspective on the discourses of professional development. This paper is based on the first article of my article-based dissertation which examines from a linguistic point of view the changing teacherhood and how it is reflected in teachers' narratives of professional identity development.
MARTIN, J. R. & WHITE, P. R. R. 2005. The language of evaluation. Appraisal in English. New York: Palgrave Macmillan.
Vocabulary explanations in beginning-level adult L2 French classroom interactions: A multimodal conversation analysis perspective
Oral Presentation[SYMP18] AILA Europe Junior Researcher Meeting (JRM)10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
This contribution follows the current research in conversation analysis (CA) in the field of second language (L2) acquisition, which emphasizes the crucial role of social interaction in language learning and the importance of active participation. This perspective conceives learning as involving not only the acquisition of language skills, but also the development of a set of interactional resources for participating in L2 social interactions (Hall & Pekarek Doehler 2011). These resources include appropriate turn-taking and co-constructing larger sequences of social actions with others, in order to engage in classroom activities. Increasingly, studies also shed light on learners' participation through use of multimodal resources, including gestures, gaze, and manipulation of classroom artifacts.
Explanations are one of the most typical activities in the language classroom and are often the responsibility of the teacher. In this paper, I examine how L2 French learners provide multimodal and collaborative vocabulary explanations (Fasel Lauzon 2014, Morton 2015, Tai & Khabbazbashi 2019) and thus challenge the traditional institutional roles and become active participants in the classroom interactions (Merke 2016). Providing explanations require mobilizing language, logical thinking, and adaptating to others and context. They can thus present a challenge, particularly when learners have limited L2 resources and cannot rely on a shared L1 in the classroom.
My data consist of 50 hours of video-recorded whole-class interactions in a language school for adult migrants in Switzerland. Students are following intensive L2 French courses at a beginner level. The study draws on multimodal CA to investigate how learners provide collaborative (i.e., co-constructed by different participants) vocabulary explanations and how these explanations are organized, distributed, and locally accomplished.
More specifically, I discuss (1) how learners mobilize a set of multimodal resources, including depictive gestures, gaze and classroom artifacts to provide vocabulary explanations and (2) how participants co-construct larger explanatory sequences in a collaborative way.
My analysis highlights how this activity allows learners to exercise their participation and demonstrate both linguistic and interactive expertise by challenging traditional institutional roles. My findings contribute to a deeper understanding of the functioning of collaborative explanations in the L2 classroom and, in particular, of the specific participatory dynamics in language classes for beginner learners with migrant backgrounds. They also highlight the multimodal participatory strategies deployed by learners, enabling them to participate actively even with limited language resources.
Fasel Lauzon, V. (2014). Comprendre et apprendre dans l'interaction: les séquences d'explication en classe de français langue seconde. Peter Lang.
Hall, J.K, & Pekarek Doehler, S. (2011). L2 interactional competence and development. In J.K. Hall, J. Hellermann & S. Pekarek Doehler (Eds.), L2 Interactional Competence and Development. Multilingual Matters
Merke, S. (2016). Establishing the explainable in Finnish-as-a-foreign-language classroom interaction: student-initiated explanation sequences. Learning, Culture and Social Interaction, 9, 1-15.
Morton, T. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal, 43(3), 256-270.
Tai, K.W.H, & Khabbazbashi, N. (2019a). Vocabulary explanations in beginning-level adult ESOL classroom interactions: A conversation analysis perspective. Linguistics and Education, 52, 61-77.
Presenters Loanne Janin PhD Assistant, Université De Neuchâtel
Paul Pouzergues
Aniqa Leena
Naomi Flynn
Suzanne Graham
Elisa Räsänen
Bochra Kouraichi
Loanne Janin
