Over the past several decades, applied linguistics and second language (L2) acquisition and teaching have been areas of prolific research and have undergone continual development. The purpose of this article is to identify essential themes in the field of applied linguistics, focusing more intensely on teaching and learning second languages in a classroom setting. Given that the current professional literature enjoys a vast selection of high‐quality, comprehensive books on second language acquisition, the purpose of this article is to provide a concise yet overarching summary of the most pivotal aspects of second language acquisition research and their implementation in L2 teaching. The article provides theoretical background on linguistic factors involved in L2 learning (exposure and input, output, vocabulary, repetition, and automaticity) and extralinguistic factors (attitudes, motivation, culture, and the teaching/learning experience). Following the description of the theoretical background, pedagogical implications are suggested for each of the theoretical points covered. The discussion is situated in the framework of 21st‐century multilingualism in general and translanguaging approaches in particular.
For many decades now, applied linguistics studies have investigated the impact of second language acquisition on various aspects of the development of school children. Few studies, however, have focused on the simultaneous acquisition of two additional/second languages in the classroom. The present paper explores the impact of a spoken Arabic language programme in a Jewish elementary school in Israel on the children's socio-affective (attitudinal) development. The participants of the study comprised fourth-grade students studying two second languages, English and Arabic (the focal group), and comparable children in a regular programme, who study only one second language, English, in school (the control group). Participants answered attitude questionnaires; in addition, interviews with the Arabic teachers were carried out. Results indicated that participating in a spoken Arabic programme in elementary school indeed had a positive impact on Jewish children's attitudes towards the Arabic language, culture and population. It is hoped that information from this study will be useful in designing and implementing innovative language programmes throughout the globe.
Researchers have discussed the display of emotions in modern society as a response to stimuli — some of which are internal and private events whereas others are displayed to the outside world (Tourinho, Borba, Vichi, & Leite, 2011). In particular, during times of crisis there seems to be an awakening of patriotic feelings and a tendency to express emotions through symbolic artifacts (Bar-Tal & Ben-Amos, 2004; First & Avraham, 2010; Zeevi, 2009). This article describes and analyzes Israel’s linguistic landscape as reflected by outdoor signs during the military operation Protective Edge (in Hebrew “Tzuk Eitan”) as a display of citizens’ feelings. One-hundred different outdoor signs were selected from a 300 convenience sample and analyzed according to categories of the initiators of the signs, the objects of the messages, and the ways in which solidarity and patriotism were expressed. The findings indicate that indeed, a strong message of patriotism and solidarity emerged from visual and linguistic elements in the signs, as well as their location. The findings show that the LL ceases to be “a space” and becomes a place that conveys a message and contains a social meaning (Shohamy & Waksman 2009).
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