Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts
TL;DR: This paper conducted a qualitative research study with twenty-four teachers who teach or have taught English in both multilingual contexts and contexts in which the learners typically do not share a common L1.
About: This article is published in System.The article was published on 2020-07-01 and is currently open access. It has received 12 citations till now. The article focuses on the topics: Context (language use).
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TL;DR: This paper explored the state of the arts of bilingualism or multilingualism research in the past two decades and employed a bibliometric method to examine the publication trend, the main publication venues, the most influential articles, and the important themes in the area.
Abstract: This study explored the state of the arts of bilingualism or multilingualism research in the past two decades. In particular, it employed a bibliometric method to examine the publication trend, the main publication venues, the most influential articles, and the important themes in the area of bilingualism or multilingualism. The main findings are summarised as follows. First, a significant increase of publications in the area was found in the past two decades. Second, the main publication venues and the most influential articles were reported. The results seemingly indicated that the research in the area focused largely on two broad categories, that is, (1) bilingualism or multilingualism from the perspective of psycholinguistics and cognition research and (2) how second/additional languages are learned and taught. Last, the important themes, including the hot and cold themes, were identified. Results showed that researchers prefer to study bilingualism or multilingualism more from deeper cognition levels such as metalinguistic awareness, phonological awareness, and executive control. Also, they may become more interested in the issue from multilingual perspectives rather than from the traditional bilingual view. In addition, the theme emergent bilinguals, a term closely related to translanguaging, has recently gained its popularity, which seemingly indicates a recent advocate for heteroglossic language ideologies.
20 citations
TL;DR: The authors examined student attitudes toward the use of Arabic in English-medium instruction (EMI) in an international branch campus (IBC) in Qatar and found that students generally welcomed Arabic in this IBC and were supportive of English as a medium of instruction rather than a monolingual conception of EMI.
15 citations
TL;DR: This paper examined mono-and bi-multilingual practices on the University of Cambridge CELTA course and found that bi-and mono-multi-lingual practices were common on the course.
Abstract: This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally cons...
1 citations
20 Mar 2023
TL;DR: In this paper , a literature review aimed at unveiling Indonesian EFL teachers' views about monolingual and multilingual practices by capitalizing English language teaching classroom as the context is presented.
Abstract: 21st century urges one’s ability to tacitly navigate the increasingly complex linguistic spaces of this modern world and it results in super diverse society (Gallagher, 2020). Kachru’s (1986, as cited in Wardhaugh & Fuller, 2015) arrives with the conceptual framework named world of Englishes. It becomes such pivotal consideration to drive today’s language ideology, including Indonesian. This literature review then aims at unveiling Indonesian EFL teachers’ views about monolingual and multilingual practices by capitalizing English language teaching classroom as the context. Data were derived from relevant research reports that meet the criteria. Criteria comes in threefold. They were conducted in any range of time, were obtained from catch-all indexing, and were done in Indonesian setting. The findings come in agreement that both monolingualism and multilingualism yielded two camps: justifying it and rejecting it in Indonesian EFL context. Implication is then needed to further validate it in accordance with empirical research’s result.
References
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TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
103,789 citations
Book•
01 Jan 1994
TL;DR: The eagerly anticipated fourth edition of the title that pioneered the comparison of qualitative, quantitative, and mixed methods research design, John W, Creswell as discussed by the authors, includes a preliminary consideration of philosophical assumptions, a review of the literature, an assessment of the use of theory in research approaches, and reflections about the importance writing and ethics in scholarly inquiry.
Abstract: The eagerly anticipated fourth edition of the title that pioneered the comparison of qualitative, quantitative, and mixed methods research design. for all three approaches, John W, Creswell includes a preliminary consideration of philosophical assumptions, a review of the literature, an assessment of the use of theory in research approaches, and reflections about the importance writing and ethics in scholarly inquiry.
20,949 citations
Book•
22 Mar 2013
TL;DR: The chapter explores the question of what makes a good qualitative researcher by introducing the concept of a qualitative sensibility, and by outlining skills important in qualitative research, such as reflexivity, interactional ability, and a critical and inquiring mind.
Abstract: PLEASE NOTE: THIS IS NOT THE FULL BOOK TEXT - PUBLISHER POLICY ONLY ALLOWS ACCESS TO AN EXTRACT OF THIS BOOK IN THE UWE BRISTOL RESEARCH REPOSITORY
For Chapter 1: This chapter introduces qualitative research to a reader new to the area, and sets the scene for the rest of the book. It clearly specifies what defines qualitative research, and differentiates the use of a whole qualitative paradigm, or Big Q approach, with the more limited use of qualitative data within a more positivist paradigm. It contextualises qualitative research – within psychology – by providing a brief history of the approach, and by locating it within the learning-context of research degrees at many universities, where quantitative approaches tend to predominate. The chapter explores the question of what makes a good qualitative researcher by introducing the concept of a qualitative sensibility, and by outlining skills important in qualitative research, such as reflexivity, interactional ability, and a critical and inquiring mind. The chapter also introduces the authors and their perspectives on qualitative research. Finally, the chapter introduces the overall approach, organisation and structure of the book, and its specific and unique pedagogical features, including the companion website.
The chapter is supported with a range of pedagogical features including annotated further reading, and chapter overviews and summaries. The companion website includes an interactive flashcard glossary of key terms for this chapter and self-test multiple choice questions for section 1: Successfully getting started in qualitative research.
4,651 citations
Book•
01 Jan 1993
TL;DR: The individual and social nature of bilingualism: bilingualism - definitions and distinctions the measurement of bilingualness languages in society language revival and reversal the development of bilingualisms second language acquisition theories of second-language acquisition bilingualism and intelligence bilingualism.
Abstract: Part 1 The individual and social nature of bilingualism: bilingualism - definitions and distinctions the measurement of bilingualism languages in society language revival and reversal the development of bilingualism second language acquisition theories of second language acquisition bilingualism and intelligence bilingualism and thinking cognitive theories of bilingualism and the curriculum. Part 2 Bilingual education and bilingual classrooms: types of bilingual education the effectiveness of bilingual education minority language learning, underachievement and biliteracy second language learning Canadian immersion classrooms a model and a framework of bilingual education the politics of bilingualism multiculturalism and anti-racism.
3,533 citations
Book•
29 Nov 2013
TL;DR: Translanguaging in Education: Principles, Implications, Challenges, and Conclusion
Abstract: Introduction Part I. Language and Translanguaging 1. Language, Languaging and Bilingualism 2. The Translanguaging Turn and its Impact Part II. Education and Translanguaging 3. Language, Bilingualism and Education 4. Translanguaging and Education 5. Translanguaging to Learn 6. Translanguaging to Teach 7. Translanguaging in Education: Principles, Implications, Challenges Conclusion
1,961 citations