Search

This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.

The challenges of gaining access to opportunities to use the target language in contexts of study abroad, international education and migration are well-documented. In this Sydney-based study, these are reconceptualized as challenges of access to English in an English-speaking, but increasingly multilingual, city. The notion of "context" in overseas study is also reconceptualized in spatial terms as the environmental circumstances of students’ everyday lives, which are partly fixed in advance of their arrival but also shaped by their agency. A narrative case study of a recently arrived international student’s daily activities and language use draws on online diary and stimulated recall interview data. The case study illustrates both the importance of the spatial dimensions of her everyday life to her use of languages and the how she manages these spatial dimensions to enhance her access to opportunities for English language use and learning.

This article presents a heuristic for language teachers to articulate and explore their fundamental theories of and philosophical stances towards language, language learning, and language teaching. It includes tools with which teachers can interrogate those theories, weighing them up against their actual classroom practices. Through presenting data from a recent project investigating language teacher cognition and practices, it is demonstrated that language teachers vary in the extent to which they are able to articulate their theoretical and philosophical perspectives, and also in the extent that those theories reflect what they do in their classrooms. The article is intended to support language teachers in making sustained improvements to their classroom routines through a systematic approach to exploring their personal theories and stances towards their practice.

The aim of this chapter is to expand the possibilities of teacher–student spoken interaction with a particular focus on international students studying in English Language Intensive Courses for Overseas Students (ELICOS) in Australia. It promotes the notion of ‘inquiry dialogue’ and, using transcripts of classroom interaction, demonstrates how this approach may be preferable to more tradition Initiation-Response-Evaluation (IRF) sequences. Step-by-step guidelines are provided including initiating, narrowing and closing topics.

Public exposure to significantly elevated levels of particulate matter (PM) as a result of major fires at industrial sites is a worldwide problem. Our paper describes how the United Kingdom developed its Air Quality in Major Incidents (AQinMI) service to provide fire emission plume concentration data for use by managers at the time of the incident and to allow an informed public health response. It is one of the first civilian services of its type anywhere in the world. Based on the involvement of several of the authors in the AQinMI service, we describe the service's function, detail the nature of fires covered by the service, and report for the first time on the concentration ranges of PM to which populations may be exposed in major incident fires. We also consider the human health impacts of short-term exposure to significantly elevated PM concentrations and reflect on the appropriateness of current short-term guideline values in providing public health advice. We have analysed monitoring data for airborne PM (≤10μm, PM

�Conversation-driven� ELT privileges classroom talk as a primary source of language learning, yet it is often unclear to what the term �conversation� is referring. This article reports on an investigation responding to this problem in which a substantial database of language classroom recordings was analysed for the types of talk that were taking place. Activities in language lessons that were driven by conversation were analysed using classroom discourse techniques. Opportunities for language learning through the language emerging from these activities were identified, and a type of talk was specified in which learners were engaged more in exploring issues and possibilities, and less in transacting information and opinions. This study demonstrates the importance of teachers being aware of the types of talk occurring in their lessons, which they should be strategically managing. It provides teachers with a platform from which they can begin to analyse the talk in their own classrooms.

This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.

CONTENTS Preface Acknowledgments 1. Creativity and Language Teaching Rodney H. Jones and Jack C. Richards Section One: Theoretical Perspectives 2. Language and Creativity Rodney H. Jones 3. Creativity and Language Learning Rod Ellis 4. Conceptualizing Creativity and Culture in Language Teaching Karen Densky 5. The Vexed Nature of Language Teaching and Learning James Paul Gee 6. Translating Writing Worlds: Writing as a Poet, Writing as an Academic Jane Spiro and Sue Dymoke Section Two: Creativity in the Classroom 7. Exploring Creativity in Language Teaching Jack C. Richards and Sara Cotterall 8. Creativity in Language Teaching: Voices from the Classroom Simon Coffey and Constant Leung 9. Creativity through Inquiry Dialogue Philip Chappell 10. Critical Creativity and Multilingual Texts Julie Choi Section Three: Creativity in the Curriculum 11. Creativity in the Curriculum Kathleen Graves 12. Creativity and Technology in Second Language Learning and Teaching Alice Chik 13. Creativity in Language Teaching in the Disciplines Christiph A. Hafner Section Four: Creativity in Teacher Development 14. Conversations about Creativity: Connecting the New to the Known through Images, Objects and Games Kathleen M. Bailey and Anita Krishnan 15. Creativity as Resistance: Implications for Language Teaching and Teacher Education Susan Ollerhead and Anne Burns 16. Cultivating Creative Teaching via Narrative Inquiry Cynthia Nelson List of Contributors

The chapter begins with a discussion of the interactive classroom, focusing on context and pedagogic discourse. Context is presented as both a social and linguistic construct. Pedagogic discourse consists of principles for the control and dissemination of meaning, developed by Bernstein in his mission to unpack and articulate the social bases of pedagogic relations. Classification and framing provide a structured perspective of the power relations in classroom activity. The roles of the teacher and learners are considered with reference to classroom data, with classification and framing supporting the analysis. The chapter concludes with taxonomy of roles for teachers and learners.

Chapter Seven further develops the ecological theory that provides cohesion to the theoretical framework for language and learning. Language learning is more than actively perceiving linguistic features in the environment. It is the human mind functioning as an integral feature of the environmental context, which affords the learner opportunities for action. The mind is able to recognise those affordances largely through a process of anticipation. Pedagogic anticipatory schemas are important intervention tools to support learning and teaching activity where students are engaged in developing meanings from texts. At times, these schemas can become integrated with similarly staged curriculum genres, maximising student engagement and opportunities for learning.

Chapter One begin s with an outline of an ecological approach, based on the notion that all living things in the world are interconnected. Social context is presented as a fundamental aspect of human social activity, following a Vygotskyan, sociocultural line of reasoning. This maintains a holistic view of language and mind, both having their origins in social interaction. Language is presented as a functional cultural tool that is sensitive to social contexts. Systemic Functional Linguistic theory provides a comprehensive view of social semiotic activity. The relations between human interaction, language and mind allow for understandings of student interaction in the classroom.

This chapter presents an argument for the importance of promoting opportunities for developing oral fluency in language lessons. It begins with an account of fluency that takes both a sociosemiotic and socio-cultural perspective. Vygotsky’s suggestion that a developmental view should focus on the process rather than the product of development allows for a view of fluency that also includes development of linguistically accurate spoken communication. When teachers relax the framing of the pedagogic discourse in small group interactions, they allow students to develop their oral fluency, which also allows for the development of linguistic accuracy, as seen in the data presented.

The central argument proposed in Chapter Three is that building a positive affective classroom climate is crucial for maximising learning. An historical overview of educational practices underscores this significance for classrooms that rely on interaction as sources of learning. Based on analyses of classroom talk, the concept of an ideal pedagogic subject position is developed. How the teacher controls the framing of the classroom talk influences the affective climate and therefore the responsiveness of the students. Through a linguistic and multimodal analysis of classroom talk, an argument is made that a positive affective climate is foundational to shaping classroom contexts for effective learning involving semiotic mediation.

Moving from the interpersonal to the experiential role of language, this chapter explores how group work facilitates the building of content knowledge for language lessons. When learners, working in groups, have a shared perspective of the goal-oriented classroom activity, there is potential for collective thinking, joint construction of knowledge and scaffolding during semiotically mediated activity. Central to all of this is the teacher’s role as manager of classroom talk and classroom interaction at three critical points in time: while leading in to the group work, during the group activity and when ‘deconstructing’ the activity (usually as a whole class).

In this final chapter, a practical application is proposed for planning in the second language curriculum. Through introducing a teaching/learning cycle, an argument is developed for thorough integration of group work into the curriculum. A specific form of assessment, similar to formative assessment, is introduced. Dynamic assessment is fundamentally different, however, in that it requires the teacher to be following the principles of semiotic mediation presented throughout the book. Without this informed, theoretically rich and robust pedagogic approach, assessment runs the risk of being random acts when teachers are not tuned into creating zones of proximal development for their learners.

Chapter Six focuses on lessons in which the development of linguistic (mainly lexicogrammatical) knowledge is the primary aim. The zone of proximal development is the key theoretical construct used to analyse at the micro level the talk in small groups that supports the development of linguistic knowledge. Collective scaffolding, internalisation and imitation are elaborated upon further, together with an argument for group zones of proximal development. A specific form of imitation, persistent imitation, is presented as a significant process in the internalisation of new knowledge.

Tourette's syndrome (TS) is a complex inherited neuropsychiatric disorder that is characterized by multiple motor and phonic tics. Stress-related fluctuations in symptom severity and medication responsiveness are common, and patients often report that tics are worsened by fatigue, emotional trauma, and anxiety. We examined the effects of lumbar puncture (LP) stress on plasma adrenocorticotropin (ACTH) and cortisol, urinary catecholamines, and self- and clinician ratings of anxiety in 13 medication-free TS patients and 10 normal controls, ages 17 to 41 years. The TS patients secreted significantly more ACTH than the normal controls in response to the stress of the lumbar puncture. Compared to the controls the TS patients had significantly greater postLP mean and postLP peak ACTH levels. The TS patients also excreted significantly more norepinephrine in the 20 hr preceding the lumbar puncture and reported higher levels of anxiety before and during the procedure than the controls. In addition, urinary norepinephrine excretion of the TS patients was significantly correlated with clinician ratings of tic severity. The results were not related to current levels of depression and anxiety. Taken together, these findings suggest that a subset of TS patients may be characterized by heightened reactivity of the hypothalamic-pituitary-adrenal axis and related noradrenergic sympathetic systems.

The concept of creativity carries with it the idea that something new and useful has emerged from some form of human endeavor. This chapter discusses what creativity can mean for second-language learning in the classroom and suggests how particular forms of classroom talk, especially those that are dialogic in nature, can be part of this process of emerging new meanings. The second-language classrooms are places where a significant amount of social interaction occurs, the chapter views creativity as a social rather than an individual activity. A sociocultural perspective contends that cognitive acts have their roots in interactions between people. Human learning is a profoundly social activity, mediated largely through language. The learner actively interprets the intervening act, the mediation, in order to make sense of the support that the other is offering. When this occurs in a second language, the sense that the learner makes of the interventions is often the result of dialogic negotiation of meaning with the mediator.