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Abstracts
Language teaching
interaction in distinct ways. Teaching implications for
doi:10.1017/S0261444806213855
both experienced and novice teachers are discussed.
06–622 AL-ISSA, ALI (College of Sharia and Law,
http://www.jalt.org
Sultanate of Oman), The role of English language
culture in the Omani language education 06–624 ARKOUDIS, SOPHIE (U Melbourne,
system: An ideological perspective. Language, Australia; s.arkoudis@unimelb.edu.au), Fusing
Culture and Curriculum (Multilingual Matters) 18.3 pedagogic horizons: Language and content
(2005), 258–270. teaching in the mainstream. Linguistics and
Education (Elsevier) 16.2 (2005), 173–187.
One of the powerful ideologies that govern English doi:10.1016/j.linged.2006.01.006
language learning and teaching in the Sultanate of
Oman is the ‘colonialist/culturalist’ ideology and the One of the central concerns of English as a Second
various paradigms embodied within it. This ideology is Language (ESL) education within many English-
present in the various statements made by the different speaking countries has been the relationship between
agents involved in ELT in Oman, in particular The content and language teaching. In Victoria, a state
Philosophy and Guidelines for the Omani English Language of Australia, the educational policy of mainstreaming
School Curriculum (Nunan et al. 1987), referred to in ESL is presented as a means of catering to the
the paper as the National English Language Plan/Policy language learning needs of ESL students within
(NELP). However, many of these statements seem to mainstream subject contexts through the integration
conflict with the content of the materials produced of the language and content curriculum. In such
locally (Our World Through English (OWTE), Ministry policy, the relationship between language and content
of Education 1997–8a, b) and with the suggested is constructed as unproblematic and uncontested. This
means of implementing the programme. The paper paper analyses, using appraisal theory and positioning
critically examines and discusses this state of ideological theory, the planning conversations of an ESL teacher
conflict using data from semi-structured interviews and a science teacher planning curriculum for a year-
conducted with various key agents in ELT in Oman, 10 science class. The analysis highlights the factors
pertinent literature and policy texts, and considers the that influence the extent to which the teachers
implications for second language material design. can balance language and content, including power
relations between teachers, the curriculum topic under
http://www.multilingual-matters.net discussion and the dichotomy that is constructed by the
teachers between language and content. Implications
for language and content research will be highlighted in
06–623 ALINE, DAVID (Kanagawa U, Japan) & YURI light of the conclusions drawn from this study.
HOSODA, Team teaching participation patterns of http://www.elsevier.com
homeroom teachers in English activities classes
in Japanese public elementary schools. JALT 06–625 ATAY, DERIN (Marmara U, Turkey),
Journal (Japan Association for Language Teaching) Reflections on the cultural dimension of
28.1 (2006), 5–21. language teaching. Language and International
Since Monbukagakusho (Ministry of Education, Culture, Communication (Multilingual Matters) 5.3&4
Sports, Science and Technology (MEXT)) introduced (2005), 222–236.
its new course of study guidelines, most public Both the objectives of the global approach and the fact
elementary schools now offer English Activities classes, that Turkey is facing European integration call for the
mostly classes team-taught by the homeroom teacher implementation of concepts like ‘intercultural learning’
(HRT) and an assistant language teacher (ALT). and ‘intercultural understanding’ in English language
Although team teaching has received a lot of attention teaching. Although the cultural dimension of language
in Japan, there are few studies on team teaching at is as important as its linguistic dimension, language edu-
elementary schools. This observational study examines cation in Turkey mainly focuses on the latter. This study
the interaction among HRT, ALT, and students, discusses the ideas and reflections of Turkish prospective
with a focus on HRTs’ participation patterns in the teachers of English on the cultural dimension of langu-
interaction. The data comes from six team-teaching age teaching.
English Activities classes in five randomly selected
public elementary schools. The data revealed four http://www.multilingual-matters.net
observable ways HRTs participated: by being (a) a
‘bystander’, (b) a ‘translator’, (c) a ‘co-learner’ of 06–626 BADA, ERDOĞAN (U Çukurova, Turkey;
English, or (d) a ‘co-teacher’. The various participation badae@cukurova.edu.tr), Pausing, preceding and
patterns exhibited by the HRTs affected the classroom following ‘that’ in English. ELT Journal (Oxford
Lang. Teach. 39, 265–320. Printed in the United Kingdom
c 2006 Cambridge University Press 265
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https://doi.org/10.1017/S0261444806213855Language teaching ■
University Press) 60.2 (2006), 125–132. and content: Issues from the mathematics
doi:10.1093/elt/cci099 classroom. Linguistics and Education (Elsevier)
16.2 (2005), 205–218.
While reading or speaking, individuals break up
doi:10.1016/j.linged.2006.01.002
sentences into ‘meaningful chunks’. This is true of any
individual with any language background. Failure to Research into the teaching and learning of language
do so, in an L2 context, leads to idiosyncrasies, and and content in mainstream classrooms research tends
may possibly create some comprehensibility problems. to treat content as a fixed body of knowledge to
In this study, native and non-native speakers of English be (re)constructed by learners. There is little research
read an authentic text into a tape recorder; individual which seeks to understand how language and the
recordings were analysed in terms of intrasentential curriculum are constructed and related in interaction
pauses where ‘that’ clauses began. The places and by learners. This paper reports analysis of data from a
duration of stops preceding and following ‘that’ were recent study into the participation of students learning
identified and measured. Findings suggest that while English as an additional language (EAL) in mainstream
pauses preceding ‘that’ are much longer than following mathematics classrooms in the United Kingdom. As
‘that’ in the production of native speakers, the pauses of part of the study, pairs of students were asked to write
Turkish speakers of English were found to be just the and solve mathematical word problems together, an
opposite. The findings of this research can be utilized activity taken from their mathematics lessons. Analysis
in speaking and reading classes of English. of students’ interaction based on ideas from discursive
http://eltj.oxfordjournals.org psychology reveals how students’ learning encompasses
both mathematics and language learning, in the context,
however, of significant identity and relationship work.
06–627 BARKHUIZEN, GARY & ANNE FERYOK
Further analysis explores how these discursive practices
relate to the kind of mathematics and language the
(U Auckland, New Zealand), Pre-service teachers’
students learn. Based on this analysis, the author argues
perceptions of a short-term international
that there is a need for a more explicitly reflexive
experience programme. Asia-Pacific Journal of model of the relationship between content, language
Teacher Education (Routledge/Taylor & Francis) 34.1 and learning.
(2006), 115–134.
doi:10.1080/13598660500479904 http://www.elsevier.com
Short-term international experiences (STIE) are
becoming a regular, sometimes required, feature of pre- 06–629 CHAVEZ, MONICA (U Wisconsin-Madison,
service language teacher education programmes. Often USA; mmchavez@wisc.edu), Classroom-language
inappropriately termed ‘immersion programmes’, they
use in teacher-led instruction and teachers’
aim to give teachers the opportunity to improve
self-perceived roles. International Review of
their language proficiency in the language they will
teach, to develop their pedagogical knowledge and to Applied Linguistics in Language Teaching
engage with an international sociocultural environment (Walter de Gruyter) 44.1 (2006), 49–102.
with which they are not familiar. In this article doi:10.1515/IRAL.2006.003
we report on a study which investigated pre-service Many learners, especially those in a foreign-language
English second language teachers’ perceptions of a setting, draw on the classroom as their primary forum
six-week international experience in Auckland, New for using and experiencing the target language, still
Zealand. The student teachers, who were enrolled in for the most part during teacher-led instruction.
a postgraduate diploma in teaching at a Hong Kong Nevertheless, communicative language teaching does
university, participated in an academic programme as not provide a decisive definition of ‘good language
well as a series of social events and school visits. use’. Teachers usually take an eclectic approach and, as
They were encouraged to reflect on their expectations a result, are likely to vary from each other in classroom-
and experiences and to write about these in a language use practices. This study uses quantitative
pre-programme questionnaire, reflective journals and and qualitative data gathered in a semester-long video
a summative programme evaluation. The teachers’ project as well as supporting documentation, such as
articulations reveal that their expectations and exper- teacher interviews, students’ final course grades, and
iences interrelate in complex, sometimes unexpected, end-of-course evaluations to describe (1) how three
ways. The findings have important implications for the (two female, one male) experienced non-native-speaker
coordinators of the programme at the host institution teachers of German in an intermediate-level multi-
and also for those further afield who are involved in section college course differ from each other in the
planning and managing similar STIE programmes. amount of teacher/student talk; L1/L2 use; class pace;
http://www.tandf.co.uk/journals turn-taking; and the basic structure and focus of a class
(2) how these differences correspond with the teachers’
self-perceived roles; and (3) how students perceive their
06–628 BARWELL, RICHARD (U Bristol, UK; particular classroom experiences.
richard.barwell@bris.ac.uk), Integrating language http://www.degruyter.de/rs/384_392_DEU_h.htm
266
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https://doi.org/10.1017/S0261444806213855■ Language teaching
06–630 CHUJO, KIYOMI (Nihon U, Japan; ‘language’ as a pedagogic necessity for language
chujo@cit.nihon-u.ac.jp) & SHUJI HASEGAWA, An learning. This paper looks at interactions in classrooms
investigation into the star-rated words in
in English schools where educational policy indirectly
adopts a CBLT approach. Through a focus on the
English–Japanese learner’s dictionaries.
discourses of collaborating teachers in secondary school
International Journal of Lexicography (Oxford
classrooms, the paper analyses teachers’ and students’
University Press) 19.2 (2006), 175–195. interactions within their wider socio-political context.
doi:10.1093/ijl/ecl008 It finds that language work in the content classroom is
Most English-Japanese learner’s dictionaries indicate given little status when set alongside other knowledge
the importance and vocabulary level of specific hierarchies supported by wider societal and education
entries by attaching one, two, or three stars to agendas. Data from a year-long ethnography in three
each word. Using one monolingual (COBUILD) and London secondary schools is used to explore how
four bilingual (Genius, Lexis, Wisdom and Progressive) teachers and students manage the content and language
learner’s dictionaries, the researchers compared the star- interface in a subject-focused classroom. The ensuing
rated words with (a) junior/senior high school (JSH) discussion considers issues such as the conflation and
vocabulary to determine denotation validity, (b) high separation of language and curriculum learning aims
frequency words in the British National Corpus to assess within teacher-student interactions and classroom texts.
similarity to present-day English, and (c) other materials It explores the pedagogic consequences of shifting
such as university exams, TOEIC tests, magazines and between the dual aims of subject and language learning
news broadcasts. Findings show minimal consistency in and investigates how texts become transformed as
the selection of star-rated words between the examined teachers and students attempt to meet both sets of aims.
dictionaries, and although generally very useful, a large It also considers wider societal pressures on classroom
percentage of the JSH level vocabulary found in the interactions and teaching texts in the shifting between
dictionaries might not be taught in junior and senior language and content aims in English multilingual
high school textbooks in Japan. classrooms.
http://ijl.oxfordjournals.org http://www.elsevier.com
06–633 DAVISON, CHRIS (U Hong Kong, China;
06–631 CLIFTON, JONATHAN (Antwerp U, Belgium; cdavison@hku.hk), Learning your lines:
jonathan.clifton@ua.ac.be), Facilitator talk. Negotiating language and content in subject
ELT Journal (Oxford University Press) 60.2 English. Linguistics and Education (Elsevier) 16.2
(2006), 142–150. (2005), 219–237.
doi:10.1093/elt/cci101 doi:10.1016/j.linged.2006.01.005
Facilitation is often proposed as an alternative to the Subject English is a central feature of state-mandated
teacher-fronted classroom. However, whilst teacher curriculum in English-speaking contexts and a
talk has been linked to the use of the IRF pattern, highstakes barrier to be negotiated for successful
interactional patterns for facilitator talk have proved to graduation from secondary school, irrespective of
be more elusive. Through the use of naturally-occurring language and cultural background. In an increasingly
classroom data this paper attempts to define facilitator globalized world, subject English is also being
talk. But, since the facilitative classroom requires that reconstituted in new and unfamiliar contexts, as part
the instructor gives more responsibility to the learner, of the drive to export education services. However, the
this implies a freer pattern of interaction in which construction of subject English in the curriculum is
who says what to whom and when is less constrained. rarely subjected to the same scrutiny of applied linguists
Consequently, facilitator talk cannot be tied down to as mathematics, science or history, partly because
any one single pattern of interaction. Yet despite this of the widespread perception that subject English is
constraint, the paper highlights certain interactional language rather than ‘content’, and partly because of the
devices which could be described as facilitative. continually contested and changing nature of subject
http://eltj.oxfordjournals.org English as a discipline. This paper draws on a larger
comparative study of senior secondary school subject
English in Hong Kong and Australia. It draws on
06–632 CREESE, ANGELA (U Birmingham, UK; Bernstein’s notions of visible and invisible pedagogies
a.creese@bham.ac.uk), Is this content-based and work on insider/outsider perspectives to explore the
language teaching? Linguistics and Education perceptions and impact of subject English on students
(Elsevier) 16.2 (2005), 188–204. from language backgrounds other than English.
doi:10.1016/j.linged.2006.01.007 http://www.elsevier.com
Much of the content-based language teaching (CBLT)
literature describes the benefits to be gained by 06–634 FARMER, FRANK (Universidad de Quintana
integrating content with language teaching aims and Roo, Mexico; frank@correo.uqroo.mx),
rejects the formal separation between ‘content’ and Accountable professional practice in ELT.
267
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https://doi.org/10.1017/S0261444806213855Language teaching ■
ELT Journal (Oxford University Press) 60.2 Education (Mutilingual Matters) 20.2 (2006),
(2006), 160–170. 95–109.
doi:10.1093/elt/cci103
Literacy has always been a contested site in primary
Professionalism is widely thought to be desirable in phase teaching. Internationally, there is a trend towards
ELT, and at the same time institutions are taking increased direct government intervention in areas of
seriously the need to evaluate their teachers. This pedagogy, as well as curriculum. Recently in the
article presents a general approach to professionalism United Kingdom, national initiatives, designed to raise
focused on the accountability of the professional to standards of literacy among the 11–14 age group, have
the client based on TESOL’s (2000) classification of required English teachers to adapt their professional
adult ELT within eight general service areas. Both practices to accommodate highly prescriptive curricular
TESOL’s attempt to ascribe Indicators, Measures and and pedagogic directives which represent a ‘discursive
Performance Standards to those areas of service and regime’ that challenges English teachers to rethink
recent attempts to form professional bodies in ELT are professional identity in relation to ‘English’ and
shown to be unable to provide effective protection of ‘literacy’. Specifically, this article explores the rhetorical
clients’ interests. Nevertheless, the TESOL approach to and professional options available to teacher educators
defining a full ELT service can be modified to adopt a and postgraduate trainee teachers in their initial
client’s perspective, leading to a proposal for a more encounters with such literacy programmes in university
complete and accountable professional ELT service. and schools. Using Bakhtin’s account of ‘authoritative’
The analysis presented here will be of interest to all and ‘internally persuasive’ discourses, it traces the
ELT practitioners seeking to understand the professional professional self-identifications of a group of English
context of their own practice and how it may be trainee teachers over a period of a year.
evaluated. http://www.multilingual-matters.net
http://eltj.oxfordjournals.org
06–637 JAMES, MARK (Arizona State U, USA;
Mark.A.James@asu.edu), Teaching for transfer in
06–635 HAMPEL, REGINA (The Open U; ELT. ELT Journal (Oxford University Press) 60.2
r.hampel@open.ac.uk), Rethinking task design for (2006), 151–159.
the digital age: A framework for language doi:10.1093/elt/cci102
teaching and learning in a synchronous online
environment. ReCALL (Cambridge University A basic goal of ELT is that students will apply outside
Press) 18.1 (2006), 105–121. the classroom what they have learned in the classroom.
doi:10.1017/S0958344006000711 This goal is related to transfer of learning. Research
on transfer of learning suggests that this phenomenon
This article discusses a framework for the development is not automatic and can be difficult to stimulate.
of tasks in a synchronous online environment used However, instruction can be designed to try to promote
for language learning and teaching. It shows how transfer of learning. This article describes different ways
a theoretical approach based on second language learning transfer can occur and examines from an ELT
acquisition (SLA) principles, sociocultural and constru- perspective techniques that have been suggested for
ctivist theories, and concepts taken from research on teaching for transfer in general education. The article
multimodality and new literacies, can influence the closes with questions that might form the basis for
design and implementation of tasks for computer- further exploration of this topic.
mediated communication (CMC). The findings are http://eltj.oxfordjournals.org
based on a study conducted at the Open University,
a study which examined all three levels of theory,
design and implementation. The paper first presents the 06–638 LYSTER, ROY (McGill U, Canada;
underlying theories in more detail before examining roy.lyster@mcgill.ca), Predictability in French
how these theories are translated into the design gender attribution: A corpus analysis. Journal of
of tasks for language tutorials via an audio-graphic French Language Studies (Cambridge University
conferencing tool. Finally it looks at how the design
Press) 16.1 (2006), 69–92.
was implemented in practice by focusing on a number
doi:10.1017/S0959269506002304
of issues such as student–student and student–tutor
interaction, feedback, use of multimodal tools, and the This article presents a corpus analysis designed to
differences between teaching face-to-face and online. determine the extent to which noun endings in
http://journals.cambridge.org/jid_REC French are reliable predictors of grammatical gender. A
corpus of 9,961 nouns appearing in Le Robert Junior
Illustré was analysed according to noun endings, which
were operationalised as orthographic representations of
06–636 HAWORTH, AVRIL (Manchester rhymes, which consist of either a vowel sound (i.e. a
Metropolitan U, UK), The literacy maze: Walking nucleus) in the case of vocalic endings or a vowel-
through or stepping round? Language and plus-consonant blend (i.e. a nucleus and a coda) in
268
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https://doi.org/10.1017/S0261444806213855■ Language teaching
the case of consonantal endings. The analysis classified attitudes – in relation to coursebooks and other aspects
noun endings as reliably masculine, reliably feminine, of the teaching-learning environment – and reflecting
or ambiguous, by considering as reliable predictors of on and comparing these with their own. Metaphors
grammatical gender any noun ending that predicts the may be a conveniently economical way of focusing such
gender of least 90 per cent of all nouns in the corpus reflection.
with that ending. Results reveal that 81 per cent of all http://eltj.oxfordjournals.org
feminine nouns and 80 per cent of all masculine nouns
in the corpus are rule governed, having endings that
systematically predict their gender. These findings, at 06–641 MURAHATA, YOSHIKO (Kochi U, Japan),
odds with traditional grammars, are discussed in terms What do we learn from NNEST-related issues?
of their pedagogical implications. Some implications for TEFL in Japan. The
http://journals.cambridge.org/jid_JFL Language Teacher (Japan Association for Language
Teaching) 30.6 (2006), 3–7.
06–639 LYSTER, ROY (McGill U, Canada; In the last two decades an increasing number of articles
roy.lyster@mcgill.ca) & HIROHIDE MORI,
and books have been published regarding non-native
English speaking teachers (NNESTs). Although mostly
Interactional feedback and instructional
published in ESL countries, this literature provides
counterbalance. Studies in Second Language
precious ideas and opinions for English language
Acquisition (Cambridge University Press) 28.2 teachers in EFL contexts to improve themselves as well.
(2006), 269–300. This article first reviews publications on NNEST-related
doi:10.1017/S0272263106060128 issues from pedagogical, sociolinguistic, sociocultural
This comparative analysis of teacher-student interaction and sociopolitical aspects. Then it discusses what we
in two different instructional settings at the elementary- learn from these issues to contribute to English language
school level (18.3 hours in French immersion and teaching in Japan and proposes some ideas for future
14.8 hours in Japanese immersion) investigates the research topics.
immediate effects of explicit correction, recasts, and http://www.jalt.org
prompts on learner uptake and repair. The results clearly
show a predominant provision of recasts over prompts
and explicit correction, regardless of instructional 06–642 NAKATANI, YASUO (Nakamura Gakuen U,
setting, but distinctively varied student uptake and repair Japan; nakatani@nakamura-u.ac.jp), Developing an
patterns in relation to feedback type, with the largest oral communication strategy inventory. The
proportion of repair resulting from prompts in French Modern Language Journal (Blackwell) 90.2 (2006),
immersion and from recasts in Japanese immersion. 151–168.
Based on these findings and supported by an analysis doi:10.1111/j.1540-4781.2006.00390.x
of each instructional setting’s overall communicative This study focuses on how valid information
orientation, the article introduces the counterbalance about learner perception of strategy use during
hypothesis, which states that instructional activities and communicative tasks can be gathered systematically
interactional feedback that act as a counterbalance to a from English as a Foreign Language (EFL) learners.
classroom’s predominant communicative orientation are First, the study attempted to develop a questionnaire
likely to prove more effective than instructional activities for statistical analysis, named the Oral Communication
and interactional feedback that are congruent with its Strategy Inventory (OCSI). The research project
predominant communicative orientation. consisted of three stages: an open-ended questionnaire
http://journals.cambridge.org/ jid_SLA to identify learners’ general perceptions of strategies
for oral interaction (N = 80); a pilot factor analysis
for selecting test items (N = 400); and a final factor
06–640 MCGRATH, IAN (U Nottingham, UK; analysis to obtain a stable self-reported instrument
Ian.McGrath@nottingham.ac.uk), Teachers’ and (N = 400). The resulting OCSI includes 8 categories
learners’ images for coursebooks. ELT Journal of strategies for coping with speaking problems
(Oxford University Press) 60.2 (2006), 171–180. and 7 categories for coping with listening problems
doi:10.1093/elt/cci104 during communication. The applicability of the survey
If, as has been widely claimed, our attitudes and beliefs instrument was subsequently examined in a simulated
are reflected in the language we use, it should be communicative test for EFL students (N = 62). To
possible to gain some insight into teachers’ views of validate the use of the instrument, participant reports
English-language coursebooks from the metaphors they on the Strategy Inventory for Language Learning (SILL)
use to describe them. A small collection of teacher were compared with the result of the OCSI. When
metaphors (and similes), drawn largely from Hong combined with the oral test scores, it was revealed
Kong, is presented and discussed. This is then compared that students with high oral proficiency tended to use
with metaphors supplied by secondary school learners specific strategies, such as social affective strategies,
in the same context. The conclusion is drawn that there fluency-oriented strategies, and negotiation of meaning.
is value in teachers researching their learners’ beliefs and http://www.blackwellpublishing.com/jnl_default.asp
269
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https://doi.org/10.1017/S0261444806213855Language teaching ■
06–643 NAUGHTON, DIANE (U Granada, Spain; entrance examinations for universities must change in
naughton@ugr.es), Cooperative strategy training tandem with curricular reform, so that more teachers
and oral interaction: Enhancing small group can be won over to the implementation of reform in
communication in the language classroom. The their classrooms.
Modern Language Journal (Blackwell) 90.2 (2006) http://www.multilingual-matters.net/lcc/default.htm
169–184.
doi:10.1111/j.1540-4781.2006.00391.x
06–645 PAUWELS, ANNE (U Western Australia,
This study focused on the effect of a cooperative strategy Australia) & JOANNE WINTER, Gender inclusivity or
training program on the patterns of interaction that ‘Grammar rules OK’? Linguistic prescriptivism
arose as small groups of students participated in an oral vs. linguistic discrimination in the classroom.
discussion task. The underlying assumption was that Language and Education (Mutilingual Matters) 20.2
students could be taught to engage with each other and (2006), 128–140.
with the task in a way that would foster the creation
and exploitation of learning opportunities. Intact This paper explores the potential conflict classroom
classes were randomly assigned to the experimental teachers face in their dual roles as ‘guardians of
or control condition, and triads from within each grammar’ and as ‘agents of social language reform’ with
group were videotaped at the beginning and end of reference to third person singular generic pronouns
the experimental intervention. Data taken from the in English. This article investigates to what extent
videotapes were analyzed in order to measure changes in teachers (primary, secondary and tertiary) experience
overall participation, strategic participation, and the use tensions between these roles in relation to their
of the individual strategies included in the program. The own and students’ use of generic pronouns, and if
pretest showed that prior to strategy training, interaction they do, how they resolve the issue. Drawing upon
patterns frequently did not reflect those interactions survey and interview data from Australian classroom
deemed important for language acquisition as identified teachers it finds substantial adoption of gender-inclusive
within both traditional Second Language Acquisition alternatives to generic he with a clear preference
(SLA) and sociocultural research. The posttest revealed, for and tolerance of singular they in their own and
however, that the strategy training program was largely their students’ writing. Remnants of social gender
successful in encouraging students to engage in these and the use of generic he and generic she are found
types of interactional sequences. for the antecedents real estate agent and teacher,
respectively. Younger teachers are by and large unaware
http://www.blackwellpublishing.com/jnl_default.asp of grammatical prescriptivism arguments while all
teachers have awareness of the need to address and
reform linguistic discrimination. Female educators lead
06–644 O’DONNELL, KEVIN (Suzuka International the way as ‘agents of change’ and intervene in students’
U, Japan), Japanese secondary English teachers: writing to promote the avoidance of gender-exclusive
Negotiation of educational roles in the face of generic he.
curricular reform. Language, Culture and http://www.multilingual-matters.net
Curriculum (Multilingual Matters) 18.3 (2005),
300–315.
06–646 PELED-ELHANAN, NURIT (Hebrew U
Five teachers of English at the secondary level in Jerusalem & Tel-Aviv U, Israel) & SHOSHANA
Japan agreed to participate in this qualitative study BLUM-KULKA, Dialogue in the Israeli classroom:
that set about uncovering their beliefs about teaching Types of teacher-student talk. Language and
and their current curricular activities. Findings indicate Education (Mutilingual Matters) 20.2 (2006),
that despite their vastly different workplaces, teacher- 110–127.
participants continue to work in the shadow of
an educational system where yakudoku (grammar- This paper is part of an ongoing study of discursive
translation) remains the accepted and primary teaching behaviour both at home and at school. The overall
method for preparing students for juken (entrance goal of the analysis presented was to explore the level
examinations). In the face of current MEXT (Ministry of dialogicity manifest in Israeli classrooms. This quest
of Education) led curricular reforms, three themes was motivated by a sociocultural inclination towards
emerged from data analysis which shed light on learning, which places instructive dialogue at the core
discerning these teachers’ dissatisfaction with their status of successful teaching and learning. The question this
quo. These include the intrusion of non-teaching article addresses is, what are the different types of
duties into participants’ curricular responsibilities, teacher-student interaction prevailing in the classroom,
institutional restrictions in the workplace and the and how do they affect ways of making meaning? Three
manner which curricular reform has been interpreted main genres of classroom discourse were identified,
and implemented within their schools. Findings differing in the degree of their dialogicity: Socratic
indicate that current reform measures appear to be dialogue – a topical discussion where the final text
implemented unevenly within the educational system. is created by students and teacher in concert –
Participants conclude that the content of English pseudodialogue – in which the students are made to
270
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https://doi.org/10.1017/S0261444806213855■ Language teaching
believe that they are engaged in a topical discussion bilingualism and encouraging linguistic diversity. This
while being assessed on grounds of interpersonal study looks at how Ireland is responding to these
relationships and mode – and monologue in the guise of changes in a case study of practice in teaching English
a dialogue – in which the teacher asks topical questions as an additional language (EAL) to students in a city
while seeking the reproduction of her own text. The last in western Ireland. A review of government policy
two were found to be dominant in the classes observed. initiatives in this area reveals that they seem to have
http://www.multilingual-matters.net been developed primarily in isolation from international
models of best practice. Instead, the concern is with
reacting to what is considered a temporary issue. Finally,
06–647 STRAUSS, SUSAN (Pennsylvania State U, the case study shows very inconsistent EAL provision for
USA; sgs9@psu.edu), JIHYE LEE & KYUNGJA AHN, learners in schools and a general under-valuing of the
Applying conceptual grammar to subject and teachers involved in its delivery.
advanced-level language teaching: The case of http://www.multilingual-matters.net
two completive constructions in Korean. The
Modern Language Journal (Blackwell) 90.2 (2006),
185–209. 06–649 WALQUI, AÍDA (Teacher Professional
doi:10.1111/j.1540-4781.2006.00392.x Development Program, West Ed, USA),
This article introduces conceptual grammar as an Scaffolding instruction for English language
approach to the analysis and teaching of grammar learners: A conceptual framework. International
in foreign and second language contexts through a Journal of Bilingual Education and Bilingualism
combination of paradigms: corpus, discourse analysis, (Multilingual Matters) 9.2 (2006), 159–180.
and cognitive linguistics. Although the approach
Adolescent students learning academic subject matter in
is applicable to virtually any language and any
a new language face a number of challenges, both local
construction within that language at various levels of
and global in nature, as they negotiate the linguistic,
study, the authors provide a detailed demonstration
academic and social world of schooling. Making a
using Korean as a model. In particular, they focus
case for a pedagogy of rigour and hope, the author
on constructions expressing the completive aspect.
presents a model of scaffolding that emphasises the
The Korean system of marking aspect can be quite
interactive social nature of learning and the contingent,
complex; what renders the Korean completive even
collaborative nature of support and development.
more perplexing is the fact that it is expressed through
Drawing on Sociocultural Theory, as well as a large
two seemingly similar auxiliary forms, each of which
body of empirical research on effective practices with
signals different elements in the speaker’s or writer’s
second language learners, the author examines the use
stance vis-à-vis the event described. By combining the
of specific types of scaffolding to promote linguistic and
paradigms of corpus, discourse analysis, and cognitive
academic development. The model, developed by the
linguistics, the article demonstrates how a conceptual
author, conceives of scaffolding as both structure and
grammatical approach can render salient the particular
process, weaving together several levels of pedagogical
discursive and conceptual patterns underlying the target
support, from macro-level planning of curricula over
forms. It is designed as a pedagogical tool to guide users
time to micro-level moment-to-moment scaffolding
to discern both inductively and deductively how native
and the contingent variation of support responsive to
speakers conceptualize these differences and express
interactions as they unfold.
them morphosyntactically – a perspective that is absent
from most existing reference grammars and textbooks. http://www.multilingual-matters.net
http://www.blackwellpublishing.com/jnl_default.asp
06–650 YAMANAKA, NOBUKO (Ehime U, Japan), An
06–648 WALLEN, MATTHEW (U Limerick, Ireland) & evaluation of English textbooks in Japan from
HELEN KELLY-HOLMES, ‘I think they just think it’s the viewpoint of nations in the inner, outer and
going to go away at some stage’: Policy and expanding circles. JALT Journal (Japan Association
practice in teaching English as an additional for Language Teaching) 28.1 (2006), 57–76.
language in Irish primary schools. Language and
Education (Mutilingual Matters) 20.2 (2006), English is used as an international language in
141–161.
communicating with people across many cultures
in the modern world. Kachru has investigated this
Due to growth in immigration to the Republic of phenomenon and created the ‘three concentric circles’
Ireland, the number of language minority students model to portray the global diffusion of English.
enrolling in primary schools has increased substantially His findings show that the ‘cultural dimensions’ of
over the last ten years. The Irish context is a particularly English usage have been expanding; as a result, it is
interesting one in that until recently Ireland was a important for Japanese English learners to understand
country of net emigration with limited experience of as wide a variety of cultures as possible for effective
cultural diversity. An additional factor here is the Irish intercultural interactions. In Japan, the Ministry of
language, which makes the education system open to Education, Culture, Sports, Science and Technology
271
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https://doi.org/10.1017/S0261444806213855Language learning ■
maintains that ‘the understanding of cultures’ should own and each other’s language learning within and
be regarded as one of the main objectives in teaching across languages, focusing on strategies that support
English at the secondary school level. However, as there learning. The strategies are analysed within the context
are few specific instructions provided in terms of the of teaching/learning interactions in a Dual Language
teaching of culture, it is difficult to understand which Programme with attention given to the children’s
nations should be included in the teaching of English. ongoing negotiation of the linguistic roles of novice,
This paper, therefore, aims to help us understand which expert, and dual language expert when working in
countries are currently included in junior high and mixed groups in the English and Spanish classrooms.
senior high school English textbooks based on Kachru’s
http://www.multilingual-matters.net
three-concentric-circles model.
http://www.jalt.org
06–653 ASADA, HIROFUMI (Fukuoka Jogakuin U,
Japan), Longitudinal effects of informal language
06–651 YU, WEIHUA (Guangdong U of Foreign in formal L2 instruction. JALT Journal (Japan
Studies, China), Promoting quality in China’s Association for Language Teaching) 28.1 (2006),
higher education by motivating students 39–56.
attending the British Culture Survey course. This study investigates the longitudinal effects of
Asia-Pacific Journal of Teacher Education informal language contact on formally instructed L2
(Routledge/Taylor & Francis) 33.3 (2005), 261–274. learners through multiple approaches which include
doi:10.1080/13598660500286432 quantitative and qualitative data sources. It focuses
on the use of the aspect markers -te iru and -te
This article discusses an intervention project by
ru (the reduced form of -te iru) in Japanese oral
means of motivational approaches in a British culture
discourse by Chinese exchange students (NNSs). The
survey course for English majors in mainland China’s
quantitative data for conversational tasks was transcribed
university classroom context. The intervention uses
and analyzed using the Child Language Data Exchange
such motivational theories as attribution and task
System (CHILDES), and the frequency of occurrence
orientation to motivate the teaching and learning
and variation of aspect markers were compared with
of the EFL course so as to create a cooperative
those of Japanese university students (NSs). Qualitative
classroom environment. Theoretical bases of the
data from follow-up interviews and pre- and post-
Chinese heritage culture and motivation are examined,
surveys was also analyzed. The findings were that: a)
specific intervention procedures discussed, relevant data
NSs used -te ru less than -te iru over a period of one
analysed and finally some suggestions regarding the
year. However, the use of -te ru steadily increased with
EFL teachers’ important role in promoting the quality
longer stays in Japan. The implications of the results for
of EFL education are made. The intervention results
sociolinguistic theories are also discussed.
show that an innovative pedagogy to motivate students’
metacognitive awareness, cognitive and socio-cognitive http://www.jalt.org
ability in cooperative classroom learning situations
different from the traditional cramming methods and
06–654 BIRDSONG, DAVID (U Texas, USA),
examinations proves effective. Motivation should be
given a central role in promoting China’s EFL quality Nativelikeness and non-nativelikeness in L2A
education. research. International Review of Applied
Linguistics in Language Teaching (Walter de
http://www.tandf.co.uk/journals Gruyter) 43.4 (2005), 319–328.
doi:10.1515/iral.2005.43.4.319
This commentary addresses the use of nativelikeness and
Language learning non-nativelikeness in research relating to the age factor
in L2A. I suggest that, in the context of the Critical
doi:10.1017/S0261444806223851 Period Hypothesis as it applies to L2A, the criteria of
06–652 ANGELOVA, MARIA (Cleveland State U, nativelikeness and non-nativelikeness may be subject to
USA), DELMI GUNAWARDENA & DINAH VOLK, Peer abuse. I also argue that the use of the monolingual native
teaching and learning: co-constructing language standard for falsification of the CPH is undermined
in a dual language first grade. Language and by departures from monolingual nativelikeness that are
Education (Mutilingual Matters) 20.2 (2006), artifacts of the nature of bilingualism. Finally, I discuss
ways that evidence of (non-)nativelikeness can be put to
173–190.
constructive use in research that investigates the upper
This paper presents findings from a study of teaching limits of L2A attainment.
and learning strategies co-constructed by peers in a
http://www.degruyter.de/rs/384_392_DEU_h.htm
Spanish/English dual language first grade classroom.
Grounded in sociocultural theory and developed using
ethnographic approaches to data collection and analysis, 06–655 BRUEN, JENNIFER (Dublin City U, Ireland),
the study analyses the children’s mediation of their Educating Europeans? Language planning and
272
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https://doi.org/10.1017/S0261444806213855■ Language learning
policy in higher education institutions in To find an easy-to-use, automated tool to identify
Ireland. Language and International technical vocabulary applicable to learners at various
Communication (Multilingual Matters) 5.3&4 levels, nine statistical measures were applied to the 7.3-
(2005), 237–248. million-word ‘commerce and finance’ component of
the British National Corpus. The resulting word lists
The Council of Europe and European Commission showed that each statistical measure extracted a different
have repeatedly called for the development of language level of specialized vocabulary as measured by word
policies by higher education institutions (HEIs) in the length, vocabulary level, US native speaker grade level,
European Union. This paper presents the results of a and Japanese school textbook vocabulary coverage, and
survey of Irish HEIs regarding their language policies that these measures produced level-specific words; i.e.
and considers the implications for language learning in beginning-level basic business words were identified
Ireland. using Cosine and the complimentary similarity measure;
http://www.multilingual-matters.net intermediate-level business words were extracted using
log-likelihood, the chi-square test, and the chi-square
test with Yates’s correction; and advanced-level business
06–656 CARPENTER, HELEN (Georgetown U, USA;
word lists were created using mutual information and
carpenth@georgetown.edu), K. SEON JEON, DAVID
McNemar’s test. We conclude that these statistical
MACGREGOR & ALISON MACKEY, Learners’ measures are effective tools for identifying multi-level
interpretations of recasts. Studies in Second specialized vocabulary for pedagogical purposes.
Language Acquisition (Cambridge University Press)
28.2 (2006), 209–236. http://www.elsevier.com
doi:10.1017/S0272263106060104
A number of interaction researchers have claimed 06–658 COFFEY, STEPHEN (Università di Pisa, Italy;
that recasts might be ambiguous to learners; that is, coffey@cli.unipi.it), High-frequency grammatical
instead of perceiving recasts as containing corrective lexis in advanced-level English learners’
feedback, learners might see them simply as literal or dictionaries: From language description to
semantic repetitions without any corrective element. pedagogical usefulness. International Journal of
This study investigates learners’ interpretations of recasts Lexicography (Oxford University Press) 19.2
in interaction. Videotapes of task-based interactions (2006), 157–173.
including recasts and repetitions were shown to doi:10.1093/ijl/eck007
advanced English as a second language students (N =
In this article it is argued that many grammatical
34). Although both groups viewed the teacher’s
items recorded as lexical entries in EFL (English as a
feedback (recasts, repetitions, or other), one group
Foreign Language) dictionaries should be dealt with in
saw video clips that had been edited to remove the
radically different fashion from that which is current
learners’ nontargetlike utterances that had triggered
practice. Examination of the entries for more than
the feedback, and another group saw the same video
40 high-frequency closed-class items in the 5 major
clips with the initial nontargetlike utterances included.
EFL dictionaries reveals that too much emphasis is
After each clip, learners in both groups were asked
placed on detailed linguistic description and too little
to indicate whether they thought they were hearing
on didactic usefulness. Two important findings were
a recast, a repetition, or something else. A subset of
that (i) polysemic analysis is very thorough but probably
learners (n = 14) provided verbal reports while they
counterproductive to the needs of the average dictionary
evaluated the clips. Results show that learners who did
user, and (ii) many entries could be usefully shortened
not overhear initial learner utterances were significantly
by omitting data already known to the learner. Given
less successful at distinguishing recasts from repetitions.
the intended ‘readership’ of the dictionaries, a more
The verbal protocol data suggest that learners were
pedagogically motivated approach is suggested, and one
not looking for nonverbal cues from the speakers. A
whereby learners would be encouraged to investigate
post hoc analysis suggests that morphosyntactic recasts
entries which may otherwise be ignored because of the
were less accurately recognized than phonological or
perceived ‘banality’ of the word forms in question.
lexical recasts in this study. These findings suggest that
the contrast between a problematic utterance and a http://ijl.oxfordjournals.org
recast contributes to learners’ interpretations of recasts
as corrective.
06–659 COMAJOAN, LLORENÇ (Middlebury College,
http://journals.cambridge.org/ jid_SLA USA; lcomajoa@middlebury.edu), The aspect
hypothesis: Development of morphology and
appropriateness of use. Language Learning
06–657 CHUJO, KIYOMI (Nihon U, Japan;
(Blackwell) 56.2 (2006), 201–268.
chujo@cit.nihon-u.ac.jp) & MASAO UTIYAMA,
doi:10.1111/j.0023-8333.2006.00347.x
Selecting level-specific specialized vocabulary
using statistical measures. System (Elsevier) 34.2 According to the aspect hypothesis, perfective mor-
(2006), 255–269. phology emerges before imperfective morphology, it
doi:10.1016/j.system.2005.12.003 is first used in telic predicates (achievements and
273
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https://doi.org/10.1017/S0261444806213855Language learning ■
accomplishments) and it later extends to atelic predicates early age Our research project is concerned with
(activities and states). The opposite development is exploring the relationship between language learning
hypothesized for imperfective morphology. This study and information technology according to six different
proposes to investigate the emergence of preterite and phases: a preliminary study of the plausible adaptive
imperfect morphology in Catalan to examine if the system; the development of lessons based on hypermedia
aspectual characteristics of predicates can account for and learners’ needs; the examination of language
the emergence of morphology and also appropriate learners’ profiles; the definition of an adapted interface;
use. Past verbal forms in narratives produced by three the integration of the systems in schools; and the
multilingual learners of Catalan as a foreign language evaluation of the use of such systems. While the last
were coded for appropriateness of use, morphology, and three stages are still under way, we have already obtained
lexical aspect. An aspectual analysis of the data provided some significant feedback from preliminary observation
support for the aspect hypothesis, because achievement and approaches, which chiefly reveal the importance
and accomplishment predicates in general were inflected of accounting for interrelated factors at an early age,
for preterite morphology more frequently than were such as specific learning strategies, skills, and graphical
activity and state predicates, and the opposite was design.
found for the emergence of imperfect morphology. The
http://journals.cambridge.org/jid_REC
aspectual trends, however, varied for individual learners,
tasks, and developmental stages. An analysis of the
appropriate use of preterite and imperfect forms showed
that morphology was used appropriately in almost all 06–662 DERWING, TRACEY, RON THOMSON
contexts. Prototypical combinations of morphology (U Alberta, Canada; tracey.derwing@ualberta.ca) &
and aspect tended to be used more appropriately than MURRAY MUNRO, English pronunciation and
nonprototypical combinations. fluency development in Mandarin and Slavic
http://www.blackwellpublishing.com/jnl_default.asp speakers. System (Elsevier) 34.2 (2006), 183–193.
doi:10.1016/j.system.2006.01.005
06–660 COWIE, NEIL (Okayama U, Japan),What The development of accent and fluency are traced
do sports, learning Japanese, and teaching in the speech of 20 Mandarin and 20 Slavic adult
English have in common? Social-cultural immigrants to Canada over a period of 10 months.
learning theories, that’s what. JALT Journal The participants were enrolled in an ESL program
(Japan Association for Language Teaching) 28.1 but had no special instruction in either pronunciation
(2006), 23–37. or fluency. The immigrants’ self-reported exposure to
English outside of class was used to determine whether
An analogy is drawn between how sports in Japan there was a relationship between accent, fluency, and
are practiced, and how Japanese as a second language voluntary contact with English. Judgment tasks were
is taught. These two areas are examined through carried out in which native English listeners assessed
the frameworks of sociocultural and cultural learning L2 speech samples recorded at the outset of their
theories which have led the author to reflect on and studies, two months later, and again ten months after
adjust his own English language teaching beliefs. These the first recording. The listeners’ scalar judgments of
theories are then linked with Bordieu’s concept of accentedness and fluency indicated that there was a small
‘cultural capital’ in which students are socialized into improvement in accent over time, and that the Slavic
certain educational practices and perceptions in order learners made significant progress in fluency, whereas
to succeed in a society. It is argued that when students the Mandarin participants showed no improvement.
move from familiar practices and perceptions of school The Slavic participants reported significantly more
to the different ones of a university foreign language contact with English speakers than did the Mandarin
classroom, both they and their teachers need to be given speakers. Suggestions are made for ESL instruction and
time and the means to adapt to new forms of cultural further research.
capital.
http://www.elsevier.com
http://www.jalt.org
06–661 CUMBRENO ESPADA, ANA BELEN, MERCEDES 06–663 DJITÉ, PAULIN G. (U Western Sydney,
RICO GARCIA, ALEJANDRO CURADO FUENTES & EVA MA Australia), Shifts in linguistic identities in a
DOMINGUEZ GOMEZ (U Extremadura, Mérida, Spain; global world. Language Problems & Language
belencum@unex.es), Developing adaptive Planning (John Benjamins) 30.1 (2006), 1−20.
systems at early stages of children’s foreign
language development. ReCALL (Cambridge Language diversity and the necessity of communicating
University Press) 18.1 (2006), 45–62. across language boundaries have almost naturally
doi:10.1017/S0958344006000413
fostered a desire to learn the languages of one’s
neighbors, the languages of the playground and/or the
This paper describes the integration of hypermedia languages of the market place. This process continues to
adaptive systems for foreign language learners at an increase with internal (rural exodus) and international
274
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