‘People can be smarter with two languages’: changing anglophone students' attitudes to language learning through teaching linguistics

Lanvers, Ursula; Hultgren, Anna Kristina; Gayton, Angela

doi:10.1080/09571736.2016.1196384

Cited by 23 publications

(14 citation statements)

References 65 publications

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“…(Note, however, that positive attitudes did not result in an increased desire to choose to study a language.) Lanvers, Hultgren, and Gayton () similarly found positive effects on attitudes toward foreign language learning among some 12–13‐year‐old students by pointing out potential benefits of plurilingualism for brain development. Although such meta‐cognitive approaches have shown potential for motivating students, they may be too abstract for younger learners.…”

Section: Background Literaturementioning

confidence: 93%

Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children

et al. 2019

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Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, M age = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingual education and second language motivational research, we encouraged children in the intervention group to use their linguistic resources, and they engaged with two affective-experiential activities aimed at stimulating attitudinal aspects of learning. We investigated intervention effects through pre-, post-, and follow-up tests. We measured affect after each lesson. The intervention group displayed higher plurilingual ideal self aspirations after the intervention and higher positive affect throughout the We thank the participating school, students, teachers, research assistants-in particular Katharina Busse et al.Addressing Linguistic Diversity in the Classroom intervention. Importantly, the intervention group made significantly larger vocabulary learning gains than the control group despite spending less time on task.

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Section: Background Literaturementioning

confidence: 93%

Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children

et al. 2019

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“…For different reasons, other papers that made it to the extraction grid stage (e.g. Bokor, 2011; Lanvers, Hultgren, & Gayton, 2019) were excluded during review due to their focus on first language (L1) English speakers, as too were those connected to pure textbook analysis (e.g. Syrbe & Rose, 2018) or textbooks in classroom use (e.g.…”

Section: What Global Englishes Innovations Have Been Trialled and Reported In Research Within Language Classrooms?mentioning

confidence: 99%

Global Englishes and language teaching: A review of pedagogical research

2020

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The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

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“…Using such an approach can build a heightened sensitivity, or consciousness of the 'workings' of languages more generally (Carter, 2003), laying the foundations for future language learning (Hawkins, 1984). Teaching students about multilingualism has been shown to improve students' self-efficacy towards language learning as well as providing them with a more realistic picture of the world's multilingualism which is perhaps contrary to the 'monolingual bubble' (p.13) they may be living in (Lanvers, Hultgren & Gayton, 2016). Additionally, using a wider variety of languages has been found to positively influence children's expressed views towards other languages and cultures (Barton, Bragg, Serratrice, 2009).…”

Section: Home Languages In the Primary Classroommentioning

confidence: 99%

Teachers’ views on recognising and using home languages in predominantly monolingual primary schools

Bailey

Marsden

2017

Language and Education

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‘People can be smarter with two languages’: changing anglophone students' attitudes to language learning through teaching linguistics

Cited by 23 publications

References 65 publications

Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children

Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children

Global Englishes and language teaching: A review of pedagogical research

Teachers’ views on recognising and using home languages in predominantly monolingual primary schools

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