Language Awareness and Knowledge about Language: A Historical Overview

Essen, Arthur van

doi:10.1007/978-0-387-30424-3_135

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…Pedagogical approaches that aim at increasing language awareness seek to develop in students the capacity to observe the language rules and mechanisms; as a result, students can grow more interested in how language works (Hawkins, 1984). Van Essen (2008) adds that traditionally language awareness has been associated with the ability to know how the target language works at the phonological, semantic, and morphological level. Other studies (Papaja, 2014;Van Lier, 1995) have also established that language awareness may be a positive outcome of clil approaches.…”

Section: Language Awarenessmentioning

confidence: 99%

Integrating Assessment in a CLIL-Based Approach for Second-Year University Students

Barra¹,

Veloso²,

Maluenda³

2018

Profile: Issues Teach. Prof. Dev.

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Incorporación de la evaluación basada en el aprendizaje integrado de contenidos y lenguas extranjeras para estudiantes universitarios de segundo año Erika De la Barra* Sylvia Veloso** Lorena Maluenda*** Universidad Chileno-Británica de Cultura, Santiago, Chile This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (clil) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and subsequent analysis included both quantitative and qualitative sources to evaluate students' oral production and linguistic awareness, and to gather information on students' opinions concerning the intervention. The findings suggest that the implementation of the instruments was successful in terms of raising students' language awareness in oral production and provided us with valuable insights regarding their perceptions of a new sort of assessment as part of their learning process.Key words: Assessment, content and language integrated learning, linguistic awareness, oral production, rubric.Este artículo examina la intervención, a través del diseño e implementación de dos rúbricas basadas en las teorías surgidas del enfoque del aprendizaje integrado de contenidos y lenguas extranjeras para evaluar competencias orales en inglés de un grupo de estudiantes universitarios de segundo año en un curso de contenido dictado en ese idioma. La recolección de datos contempló fuentes cuantitativas y cualitativas para evaluar su producción oral y conciencia lingüística, y para recabar sus opiniones de la intervención. Los resultados sugieren que la implementación de los instrumentos fue exitosa al mejorar la conciencia lingüística de esos estudiantes en la producción oral y nos proporcionó información valiosa relacionada con sus percepciones sobre nuevos tipos de evaluación como parte de su proceso de aprendizaje.Palabras clave: aprendizaje integrado de contenidos y lenguas extranjeras, conciencia lingüística, evaluación, producción oral, rúbrica.

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Section: Language Awarenessmentioning

confidence: 99%

Integrating Assessment in a CLIL-Based Approach for Second-Year University Students

Barra¹,

Veloso²,

Maluenda³

2018

Profile: Issues Teach. Prof. Dev.

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“…Since the present study is set in an educational context, it seems worth approaching LA from the point of view of teaching and teachers as well as learning and learners (van Essen 2008). Two definitions therefore serve as a base for the present deliberations.…”

Section: Definitions and Descriptionsmentioning

confidence: 99%

Belgian vs. Netherlandic Dutch – Language variety Awareness among Polish Students of Dutch

Louw¹

2017

nwr

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Language Awareness has been defined as “a person’s sensitivity to and conscious awareness of the nature of language and its role in human life” Donmal 1985: 7, The nature of this definition is too broad Thornbury 1997, allowing for a large number of possible interpretations. Various attempts have been made to narrow down the scope. L. Andrews, for instance, introduced a Language Exploration and Awareness approach to language teaching and learning, stressing, among others, that “students become aware when they have opportunities to explore the distinctions among regional and social varieties” 1998: 6. By extension, this may refer to linguistic varieties as well. Two such varieties of the same language, Dutch, are the ones used in Belgium and the Netherlands Vandekerckhove 2005. This article examines whether Polish students of Dutch are able to distinguish, i.e. are aware of the differences, between the aforementioned varieties of Dutch when used by native speakers. The results are discussed, among others, within the scope of one of the domains of Language Awareness and from the point of view of explicit vs. implicit language learning. Also, some pedagogical implications are provided.

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“…Andrews (2007, p. 10), for example, notices that the term ''language awareness'' is often used interchangeably with ''knowledge about language'', as many researchers treat the two terms as synonymous to a considerable degree (e.g. van Essen 2008;James 1999). The broad character of the concept of language awareness opens up many possibilities for its interpretation.…”

Section: The Definition Of Language Awareness and Associated Conceptsmentioning

confidence: 99%

Awareness in Action

Łyda¹,

Szcześniak²

2014

Second Language Learning and Teaching

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The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.

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Language Awareness and Knowledge about Language: A Historical Overview

Cited by 6 publications

References 6 publications

Integrating Assessment in a CLIL-Based Approach for Second-Year University Students

Integrating Assessment in a CLIL-Based Approach for Second-Year University Students

Belgian vs. Netherlandic Dutch – Language variety Awareness among Polish Students of Dutch

Awareness in Action

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