Global English corner : using Elluminate to enhance international students' English language skills

Students at Victoria University (VU) in Melbourne, Australia, undertake their study in an English language context and they have a range of support options to assist with English language development. VU has partner universities in China (Sichuan University, Henan University and Liaoning University). VU’s programs in China often have fewer language support options than programs in Melbourne. The Australian Government’s Transnational Quality Strategy requires that educational programs on- and offshore provide students with a comparable learning experience. Given the relative lack of English speaking opportunities available to VU’s students in China, the university is exploring how technologies might achieve a greater comparability of the student experience. This paper reports on a pilot program that uses Elluminate to conduct English conversations between students in China and Australia. The perceived lack of English competence of international students has been an ongoing issue in Australian higher education while the ‘English corner’ is ‘a characteristically Chinese approach to informal practice’ (Jin & Cortazzi, 2002) that helps students learning English in a foreign context to develop their English language proficiency. How might the idea of ‘English corner’ be used with educational technologies to encourage international students to practise and develop their English? This paper discusses a pilot program at VU that combines the idea of the English Corner together with the online conferencing tool Elluminate and a blog developed in WordPress, to engage Chinese students offshore in English language conversations. Through Elluminate and the Global English Corner blog, a pair of student peers in Melbourne conducts semi-structured conversations with groups of students offshore. In Elluminate, students can both hear and see each other – and they can simultaneously txt chat, share documents, images and websites and use the collaborative whiteboard function of Elluminate – to have dynamic conversations in real time. Preliminary findings of this pilot that uses technology to emphasise the societal aspects of learning – including language learning – will be presented. The discussion will consider how a more widespread English Corner program could aid the transition of international students in Australia, encourage the interaction of local students and international students, increase opportunities for international students to practise English and achieve a greater comparability of language support options on- and offshore.

How do early childhood teachers understand and support the needs of young English language Learners

In Australia, over one third of all children in Early Childhood programs speak a first language other than English. Despite considerable work into teachers' beliefs on cultural diversity, attention to aspects of second language acquisition in the Early Years has been limited within the Early Childhood field. This paper reports on a small study investigating how four early childhood educators understand theory of Second Language Acquisition (SLA) and bilingualism, and how they cater for language-minority students in their programs. The findings revealed a complex interplay between the way participants interpret and support the needs of these children, their experience in the field, and professional education. The teachers in the study reveal various perspectives on how SLA and bilingualism manifest during the early years, and how they affect the learning of children with a Language Background other than English (LBOTE). The teachers also seemed to rely on experiential and intuitive approaches in planning and teaching English Language Learners (ELLs). This study brings new perspectives to understanding the nature of teachers' beliefs and practice regarding English language learners.

Accommodating taboo language in English language teaching: issues of appropriacy and authenticity

Culturally specific language practices related to vernacular uses of taboo language such as swearing represent a socially communicative minefield for learners of English. The role of classroom learning experiences to prepare learners for negotiation of taboo language use in social interactions is correspondingly complicated and ignored in much of the language teaching research literature. English language teachers confront not only obstacles to effective development of sociolinguistic and cultural knowledge in classroom instruction, and failure of course-books to address taboo language, but also uncertainties they themselves have about addressing such obstacles and omissions. In this paper, we draw on interview data from three experienced teachers of English as an additional language, to explore their perceptions and classroom practices in relation to taboo language. In particular, we explore the situational appropriateness of mild taboo swearing using the lexical item, bloody, which has a strong positioning in Australian language culture. Dilemmas surrounding this potentially troublesome item of Australian English are foregrounded in relation to the extent to which often neglected, but widely used taboo language is actually ‘taboo’ in the classroom.

Enhancing English language learners’ text understanding through metaphor awareness

 The study examined awareness of metaphor as a tool to enhance English language learners’ understanding of texts with embedded metaphors. Findings revealed that an enhanced awareness of metaphor, as indicated by greater use of the metalanguage of metaphor, longer turns conversation and reflective journals, helped them get deeper text meaning.

Differentiation in the Content-Area Classroom for English Language Learners

This paper explores the idea of using differentiation strategies in the content-area classroom to improve reading skills and comprehension. In particular, this thesis explores methods and strategies that can be used in the classroom to help address the individual needs of English language learners (ELLs). A broad range of experts in curriculum, differentiation, and English language acquisition were consulted in the development of this review, which synthesizes the research on ELLs’ needs, differentiation, and differentiation strategies for ELL readers. The models for best teaching practices are then placed within a ninth grade language arts unit.

All the World's a Stage: Reaching English Language Learners through Drama

The use of drama with language instruction has long been considered a legitimate practice. A recent survey of the literature shows that English Language Learners (ELLs) may have even more to benefit from the use of drama in the classroom. Studies showed an increase in language and problem-solving ability, as well as student self-efficacy that was transferrable across activities. Following an analysis of the literature is a proposed curriculum based on the findings of the researchers cited. This unit is centered on dramatic activities that make use of all four language domains and includes the examination of plays in writing, on the stage, and as a playwright. In the end, students will be asked to combine all of their skills to put on a completely student-created production. An analysis of the factors surrounding the implementation of such a unit follows the unit itself.

Content and English Language Integrated Learning: The use of Moodle in Aircraft Maintenance Training Programs

The aim of this work is to develop a prototype of an e-learning environment that can foster Content and Language Integrated Learning (CLIL) for students enrolled in an aircraft maintenance training program, which allows them to obtain a license valid in all EU member states. Background research is conducted to retrace the evolution of the field of educational technology, analyzing different learning theories – behaviorism, cognitivism, and (socio-)constructivism – and reflecting on how technology and its use in educational contexts has changed over time. Particular attention is given to technologies that have been used and proved effective in Computer Assisted Language Learning (CALL). Based on the background research and on students’ learning objectives, i.e. learning highly specialized contents and aeronautical technical English, a bilingual approach is chosen, three main tools are identified – a hypertextbook, an exercise creation activity, and a discussion forum – and the learning management system Moodle is chosen as delivery medium. The hypertextbook is based on the technical textbook written in English students already use. In order to foster text comprehension, the hypertextbook is enriched by hyperlinks and tooltips. Hyperlinks redirect students to webpages containing additional information both in English and in Italian, while tooltips show Italian equivalents of English technical terms. The exercise creation activity and the discussion forum foster interaction and collaboration among students, according to socio-constructivist principles. In the exercise creation activity, students collaboratively create a workbook, which allow them to deeply analyze and master the contents of the hypertextbook and at the same time create a learning tool that can help them, as well as future students, to enhance learning. In the discussion forum students can discuss their individual issues, content-related, English-related or e-learning environment-related, helping one other and offering instructors suggestions on how to improve both the hypertextbook and the workbook based on their needs.