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Descriptors:
Foreign Countries; Theological Education; Self Concept; Nonverbal Communication; Mandarin Chinese; English (Second Language); Second Language Instruction; Interpersonal Relationship; Context Effect; Figurative Language; Reflection; Classroom Environment; Teacher Student Relationship

Abstract:
This article elucidates theoretical underpinnings for the use of one's self in the pastoral theological classroom. The contemplative bow is developed as a capacious metaphor to describe appropriate self use and its necessary importance in the teaching and learning of pastoral arts in a theological curriculum. Central to the argument is the assumption that effective teaching and learning in pastoral care emerges from awareness and knowledge of self as well as letting go of self in beneficial service with others. Analytical engagement of educational, theological, and psychological theory informs practice for the professional school classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Philosophy; English (Second Language); Biblical Literature; Theological Education; Interdisciplinary Approach; Second Language Learning; Cross Cultural Studies; Communicative Competence (Languages); Second Language Instruction; Cultural Awareness; English for Academic Purposes

Abstract:
This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT's principles. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Human Geography; Foreign Countries; Educational Philosophy; Writing Instruction; Self Concept; Political Influences; Second Language Learning; Second Language Instruction; Language Planning; Educational Trends; Critical Theory; Standards

Abstract:
In this article, the author examines Makiguchi Tsunesaburo's philosophy and practice of human geography ("jinsei chirigaku"), community studies ("kyodoka"), and composition instruction based on "value-creating pedagogy" ("soka kyoikugaku") for thinking through and responding to two competing trends intersecting language, identity, and education in the contemporary United States--the politicized imagining of America and increasingly ineffective critical approaches to second language education. As the politicized imagining and language policies Makiguchi faced in wartime Japan are echoed, though in substantively different form, in the contemporary United States, the author draws on Makiguchi's own words in these areas to think through and suggest ways contemporary educators can "create value" from the two aforementioned trends intersecting language, identity, and education in the United States. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Pragmatics; Korean; Second Language Learning; Second Language Instruction; Teaching Methods; Language Styles; Multimedia Instruction; Cultural Traits; Consciousness Raising; Language Usage; Undergraduate Students; Learning Activities; Television; Programming (Broadcast)

Abstract:
This article reports on the design, implementation and evaluation of an activity used to teach non-honorific speech styles through multimedia to a class of intermediate learners at a university in Europe. Although much emphasis has been placed in Korean language learning and teaching on the importance of honorific styles, my article reveals that this at times has come at the expense of ignoring the other side of the coin: non-honorific language. Indeed, Korean language teaching materials delay the teaching of non-honorific language to intermediate level and then only deal with them in a perfunctory way. This is unfortunate as the pragmatics of non-honorific styles can be complex and learners frequently encounter these styles outside of class, even when their Korean level is rudimentary. I argue that this lack of emphasis on non-honorific language is not limited to Korean but represents a common tendency within language pedagogy to avoid language that is considered "casual" or "impolite". With traditional teaching materials doing a poor job at representing these facets of language use, the solution I put forward is the use of multimedia activities. These activities are designed specifically to raise consciousness of the pragmatic factors influencing the use of non-honorific styles. (Contains 1 table, 1 figure and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Processes; Protocol Analysis; Writing Research; Korean; Writing Strategies; Second Language Learning; Sociocultural Patterns; Cultural Context; Interviews; Second Language Instruction; Recall (Psychology); Learning Strategies; Case Studies; College Students

Abstract:
With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies deployed by L2 learners of Korean, focusing on the mediated actions involved in their writing processes. Two American learners of Korean in a college Korean programme participated in this study. Data were collected from three sources: interviews, think-aloud protocol, and stimulated recall. Based on the analysis of data, emerging themes and trends in learner strategy use were identified for each participant. The findings are discussed case by case in relation to each individual's sociocultural context. The data reveal that a learner's socially situated context is closely related to the kinds of writing strategies and mediating tools he or she uses or prefers. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Mentors; Reflective Teaching; Language Teachers; Teacher Education; Graduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Meetings; Research Methodology; Discourse Analysis

Abstract:
Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study provide some much needed specifications of what transpires at the level of interaction in mentor-teacher meetings in the context of second language teacher education. By engaging video as opposed to audio data, the study also offers an important methodological extension to the existing work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Second Language Learning; Reflection; Speech Skills; Student Attitudes; Personal Autonomy; Linguistic Input; Independent Study; Metalinguistics; Second Language Instruction; Peer Evaluation; Self Evaluation (Individuals); Foreign Countries; College Students

Abstract:
This pilot study explores language development among a class of L2 students who were required to transcribe and reflect upon spoken performances. The class was given tasks for self and peer-evaluation and afforded the opportunity to assume more responsibility for assessing language development of both themselves and their peers. Several studies (Lynch, 2001; Lynch, 2007; Mennim, 2003) have promoted the use of student transcription activities to help students make their output "more comprehensible, elaborate or sophisticated" (Stillwell et al., 2010: 446) and reflection and reflective learning models have been described as key psychological components of autonomy (Benson, 2011: 104; Kohonen, 1992). In examining these concepts, this study focuses on students' perceived input, or noticing of weaknesses in their speaking skills as evidenced through transcription activities. The research shows how transcription and reflective practice can help support the development of noticing, arguably a key element in the autonomous acquisition of new language and language development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Learning Motivation; English (Second Language); Second Language Learning; Curriculum; Language Attitudes; Study Abroad; Positive Attitudes; Adult Students; Intensive Language Courses; Questionnaires; Self Efficacy; Second Language Instruction

Abstract:
The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed to measure language attitudes, learning orientations, and learning confidence was administered to 131 IEP learners. Factor analysis of the responses revealed five motivation components: Learning Self-Confidence, Attitudes toward English Language Learning/Community, Personal English Use, Value of English Learning, and International Posture. The results attest to a dualistic nature of instrumentality and suggest that even in a study abroad setting, international English learners are less motivated by positive attitudes toward the English community and more motivated by a sense of personal pride in learning and using English, even when learning confidence is low. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Curriculum Design; Curriculum Development; Second Language Learning; Second Language Instruction; Foreign Countries; Course Descriptions; Outcomes of Education; Guidelines; Educational Trends; Instructional Design

Abstract:
The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Three curriculum approaches are described and compared. Each differs with respect to when issues related to input, process, and outcomes, are addressed. Forward design starts with syllabus planning, moves to methodology, and is followed by assessment of learning outcomes. Resolving issues of syllabus content and sequencing are essential starting points with forward design, which has been the major tradition in language curriculum development. Central design begins with classroom processes and methodology. Issues of syllabus and learning outcomes are not specified in detail in advance and are addressed as the curriculum is implemented. Many of the "innovative methods" of the 1980s and 90s reflect central design. Backward design starts from a specification of learning outcomes and decisions on methodology and syllabus are developed from the learning outcomes. The Common European Framework of Reference is a recent example of backward design. Examples will be given to suggest how the distinction between forward, central and backward design can clarify the nature of issues and trends that have emerged in language teaching in recent years. (Contains 2 tables and 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reflection; Teacher Attitudes; Patients; Pragmatics; Pharmacy; Focus Groups; Interpersonal Communication; Student Attitudes; Metalinguistics; English for Academic Purposes; Video Technology; Simulation; Interviews; Pharmaceutical Education; Recall (Psychology); Second Language Learning; Second Language Instruction; Language Usage

Abstract:
This article reports on a research process where focussed reflection on pharmacist-patient simulations led to meta-pragmatic awareness and directions for pedagogical practice. The research participants were third-year EAL pharmacy students, who were practising being pharmacists, and pharmacy staff members, who played the part of patients. Analysis of the students' videoed performances showed that some areas of pragmatic weakness had a negative impact on professional communication, including indirectness in advice-giving sequences. Reflection on such indirectness, the focus of this article, occurred in two stages: when the participants were interviewed after viewing their simulations and when participant focus groups were held to discuss research findings a year later. Both the stimulated recall interview and the focus group data showed the value of reflection for the students who observed and commented on the effect their language choices had on the patients, developed a meta-pragmatic language for describing and explaining these choices, and identified areas and possible strategies for language improvement. The research process also assisted pharmacy staff members to clarify their concerns regarding students' pragmatic choices and to suggest teaching activities responsive to the research data. The article illustrates how teachers and students can co-operate to develop ESP and discipline-based pedagogical practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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