Technology-enhanced learning and linguistic diversity : strategies and approaches to teaching students in a 2nd or 3rd language / edited By Patrick-Andre Mather.

Format:

Book

Contributor:

Mather, Patrick-Andre, editor.

Series:

Emerald studies in higher education, innovation and technology.

Emerald studies in higher education, innovation and technology

Language:

English

Subjects (All):

Second language acquisition--Study and teaching.

Second language acquisition.

Physical Description:

1 online resource

Edition:

1st ed.

Place of Publication:

Bingley, England : Emerald Publishing, [2021]

Summary:

Drawing on research and hands-on experience, this book includes contributions which draw on linguistic research on 2nd and 3rd language acquisition, as well as case studies of specific challenges in teaching content courses in various disciplines, to offer a roadmap of how educators might facilitate the learning of their bilingual student cohort.

Contents:

Intro

Half Title Page

Series Editors Page

Title Page

Copyright Page

Dedication

Contents

List of Figures

List of Tables

About the Editor

About the Contributors

Preface

Acknowledgments

BCC

Chapter 1: Higher Education and the Multilingual Classroom: How Applied Linguistics Research Can Help Design Effective Teaching Strategies

References

Part I: Third Language Acquisition and Teaching: From Theory to Practice

Chapter 2: The Additive Effect of Bilinguals' Metalinguistic Awareness in Additional Language Acquisition

Introduction

Third or Additional Language Acquisition: A Separate Field of Study

The Role of MLA in Additional Language Acquisition

From Metalinguistic Knowledge to Metalinguistic Awareness

A Dynamic System Theory Model of Multilingualism Applied to Additional Language Acquisition (Herdina &amp

Jessner, 2002)

A Didactic Approach Focused on the Multilingual Learner

Conclusion

Chapter 3: Learning Spanish and Supporting Erasmus Students' First Language in the Interactive Classroom

Effective Teaching and Learning for Erasmus Students at the University of Valencia

Linguistic Diversity in the University Classroom

Digital Technologies in the Classroom: The Role of Digital Storytelling

Digital Storytelling

Concluding Remarks

Chapter 4: Translanguaging Strategies for Teaching Literature in a Multicultural Setting

Translanguaging Strategies for Instructors

Translanguaging Strategies for Students

Appendix: Lesson Plan Proposed by a Non-native Speaker of Spanish for Her Intermediate University Students of Spanish

Chapter 5: Intercomprehension of the Romance Languages in the L3+ University Classroom: Bridging the Gap between Student Perceptions and Abilities.

Introduction

Changing Perspectives: From Anglocentrism to Multilingualism

The Design of Our Intercomprehension Course

Challenging Students' Approaches to New Languages

Linguistic Profile of the Students and Perceptive Data

Appendix 1: Language Profiles 2014, 2016, 2018

Appendix 2A: Part 1 (Week 0): Detail of Students' Responses

Appendix 2B: Part 2 (Week 1): Detail of Students' Responses

Appendix 2C: Part 3 (Week 11): Detail of Students' Responses

Chapter 6: Toward Real-life Teaching: Theories and Students' Perceptive Hypothesis Concerning Technology-enhanced Approaches in the L3 German Classroom

A Brief Literature Review

Third Language Acquisition

Technology-enhanced Classroom Activities

The Use of Cell Phones in the L3 Classroom

Students' Perceptions

The Use of Twitter in the L3 Classroom

The "Mozart Effect" in the L3 Classroom

The Use of Mozart's Music during Tests in the L3 Classroom

Students' Perception of Classical Music during Exams

Discussion

Chapter 7: The Intersection of Language, Culture, and Technology: Challenges and Strategies in L3 Learning

Literature Review

L3 Learning and the Crossroads of Multilingualism

Theoretical, Linguistic, Cognitive, and Cultural aspects of L3 Learning

The Struggles of International Students

The Successes of International Students

Language, Culture, and Technology-Enhanced Learning

Research Question

Methodology

Participants

Data Collection

Survey. Each survey consisted of questions related to participant background information. In addition, there were three Likert-like (Brill, 2008) questions and five open-ended questions.

Semi-structured Interview. Out of the 28 participants, researchers randomly selected 25% of the students (7 participants) to participate in a semi-structured interview, each of which lasted approximately 15 minutes and was audio recorded. Interviews were

Results

Surveys

Semi-structured Interviews

Implication of the Study

Limitation of the Study

Chapter 8: Students' Attitudes Toward Critical Telecollaboration: A Case Study in an L2/L3 French Classroom

Results and Discussion

Experience with Technology

Attitudes Toward Telecollaboration

Topic Evaluations

Part II: Teaching College and University-levelContent Courses in an AdditionalLanguage

Chapter 9: Technology-enhanced Lesson Plans for Multilingual Students

Linguistic Barriers

Merrill's First Principles of Instruction

Integrating ICT Tools in Higher Education

Lesson Plan Template

ICT Tools Integration

Conclusions

Chapter 10: Facilitating Learning among Ethnically, Culturally, and Linguistically Diverse First-Generation College Students in Physical Education Teacher Education

Background

Contextual Relevance

Working in an Ethnically Diverse, Multilingual, First-Generation College Student PETE Classroom

Examine Yourself: Am I Tuned In?

Developing Sociocultural Consciousness

Contextual Meaningfulness: Creating a Safe Space for All to Learn and Engage

Reshaping the Curriculum: Intentional and Meaningful Curriculum

Teacher as a Facilitator: Supporting Students in the Process of Acclimating to a New Environment

Intentional Mentorship, Intrusive, and Proactive Advising

References.

Chapter 11: Cumulative Curricular Model for Content and Language Development in the Multilingual Classroom

The Problem with "Target Language Only" Policies

The Development of the Cumulative Curriculum Model

Features of the Cumulative Curriculum Model

Suggested Activities for the Cumulative Curriculum Model

Chapter 12: Second and Third Language Acquisition and the Multilingual Classroom: New Insights for Higher Education

Reference

Index.

Notes:

Includes index.

Description based on print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

1-83982-128-0

9781839821288

OCLC:

1223094309