Look at this Padlet which was started during our live conversation. Comment in the field at the end of this page if you would like to discuss or add anything.
Paul Nation’s recent book What you need to know to learn a foreign language available for free download in English and several translations:
Paul Nation’s resource page at Victoria University of Wellington, New Zealand, has a lot of other material that you may find useful
My colleague, Mara Haslam, who joined me in the live conversation about Teaching Fluency on 7 June, has prepared some material on Teaching Listening Fluency Through Structured Input. She says she was inspired by my difficulty distinguishing between ele [he] and ela [she] in Portuguese (see my conversation with Tore in the Teaching Fluency page). You can download Mara’s material here, and be inspired or use it as is!
During the live conversation, someone wondered how you can establish the vocabulary size of your learners in order to work with fluency at an appropriate vocabulary size level (Nation tells us that in fluency work, 98% of the words learners encounter should be familiar). Fortunately, Nation has left us many resources to establish our learners’ vocabulary size, at least if the target language is English. Take a look at this website about vocabulary tests.
I am currently developing a course on vocabulary and fluency development for teachers of English. Hopefully, it will run as a summer course in 2022. Let me know if you are interested in this! Always happy to discuss!
Language allocation policies calling for strict language separation continue to prevail in schools, even as they are continuously violated and negotiated by educators and students.(García & Otheguy, 2020)
BethAnne Paulsrud mentioned some texts in our interview:
Openly available texts
- Anderson, J. (2018). Reimagining English language learners from a translingual perspective, ELT Journal, 72(1), 26–37, https://doi.org/10.1093/elt/ccx029
- Conteh, J. (2018) Key concepts in ELT. Translanguaging. ELT Journal, 72(4), 445-447. https://doi.org/10.1093/elt/ccy034
- Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 1, 103-115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
- Ofelia García’s website where she shares many of her publications in full, e.g. the following:
- García, O., & Seltzer, K. (2016). The translanguaging current in language education. In B. Kindenberg (Ed.) Flerspråkighet som resurs [Multilingualism as a resource]. (19-30). Liber.
- García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. https://doi.org/10.1080/13670050.2019.1598932
- Wikipedia on translanguaging
- If you read Swedish:
- Greppa flerspråkigheten from the Swedish National Agency for Education (Skolverket)
For those who have access to a university library or funding to buy literature:
- Baker, C. & Wright, W. E. (2021). Foundations of bilingualism and bilingual education (8 ed.). Multilingual Matters.
- Paquet-Gauthier, M., & Beaulieu, S. (2016). Can language classrooms take the multilingual turn?. Journal of Multilingual and Multicultural Development, 37(2), 167-183. https://www.tandfonline.com/doi/full/10.1080/01434632.2015.1049180
Please share any of your own resources for this topic. Mail us at firstname.lastname@example.org.
If you want to develop in your teaching, or you are often frustrated in your reading by paywalls, you may consider becoming a master’s student with us, which will give you free access to the entire Stockholm University library as well as a world-class education! Read about our online master courses in Language education which are taught in English.
The Department of Teaching and Learning at Stockholm University offers courses and programmes at all levels. You may be interested in our Advanced level courses which can be taken as part of a master’s or as stand-alone courses. The courses are generally open for late applications. Most are online and many are in English.
- Undergraduate level:
- Teaching vocabulary and fluency development in English and modern languages. Summer 2022 online in English as US169F. Apply by 15 March!!
- Graduate level:
Read more and ask questions at the Department of Teaching and Learning
Vary the way you get your students speaking
- Samtalsmodeller from the National agency for education for those who read Swedish
- The Big List of Class Discussion Strategies from The cult of pedagogy blog for everyone!
Link from the interview
Christine Goh mentioned another article where she discusses the application of research in task repetition, pre-task planning and communication strategies: Goh, C. C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching 50(2), 247-260. https://doi.org/10.1017/S0261444816000483. Those of you who can access a university library may enjoy reading the article.
CIRCLE 1 Grammar teaching
During the CIRCLE 1 seminar, when we were discussing inductive and deductive grammar teaching, CIRCLE participant Rusalina Ehnvall mentioned her experience of inductive instruction of the Past Simple and Continuous tenses, focusing on both meaning and form. Rusalina is sharing the material she uses for teaching this here. Please let us and Rusalina know how you use the material by leaving a comment below, or send us a mail if you prefer.
John M. Levis at Iowa State University is a major contributor to the field of second language pronunciation teaching. Take a look at this interview with him by Martha C. Pennington, another well-respected researcher in the field. Conversations with Experts – In Conversation with John Levis, Editor of Journal of Second Language Pronunciation. You will also enjoy Martha Pennington’s very recent position paper:
- Pennington, M. C. (2021). Teaching Pronunciation: The State of the Art 2021. RELC Journal, 52(1), 3–21. https://doi.org/10.1177/00336882211002283
John Levis also convenes the annual Second Language Learning and Teaching Conference, and the Proceedings from these are available for open access. One such paper is by Anna Jarosz at the University of Lodz, in Poland, and another by Mara Haslam (and colleague Elisabeth Zetterholm) from Stockholm University. Our researcher interview for this module is with Anna and Mara.
- Jarosz, A. (2018). Secondary school learners’ pronunciation needs, perceptions and attitudes. In Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference, (p. 296-306).
- Haslam, M., & Zetterholm, E. (2016). The importance of aspirated initial stops in English as a lingua franca. (pp. 66-75).
The Proceedings volumes from this conference series have some more very interesting reading, such as:
- de Moras, N. (2016). Learning L2 pronunciation while studying vocabulary. (pp. 211-219).
- Grim, F., & Sturm, J. (2016). Where does pronunciation stand in the 21st century foreign language classroom? Educators’ and learners’ views. (pp. 51-59).
- Haslam, M., & Zetterholm, E. (2019). The role of consonant clusters in English as a lingua franca intelligibility.
and while we are at it, a last treat from my friend and colleague in Lodz, Ewa Waniek-Klimczak:
- Waniek-Klimczak, E. (2015). Correctness in pronunciation instruction: Teachers’ and learners’ views. Konińskie Studia Językowe, 3(1), 75-88.
Lots of reading this time, but choose what ever you find interesting and relevant to dig into. Here are some questions to help focus your reading. Feel free to comment below, join our live conversation (sign up below), and/or set up one of your own.
- Pronunciation teaching has been called the Cinderella of language teaching. Do you agree that pronunciation teaching is not given enough attention? Why do/don’t you think pronunciation should have more focus in language teaching?
- Going back to Nation’s Four Strands model of language teaching (re-view Tore’s presentation in the module on Grammar teaching if you need to refresh your memory on that), where would the teaching of pronunciation fit in. Is it only in the language-focussed strand, or is there a way to make pronunciation teaching more meaning-focussed.
- What about the input and output side of it? Pronunciation has both a role for the speaker and for the listener. Can learners hear sound distinctions they cannot pronounce, and vice-versa?
- Where do you yourself stand on the teaching of pronunciation? What is the role of “say after me” vs explicit teaching using phonetic symbols and terminology? How can we help learners notice sounds and sound combinations that they are mispronouncing?
In this module the interview is with two pronunciation teaching researchers who have not (yet) published together, Anna Jarosz and my colleague at the Department of Language Education at Stockholm University, Mara Haslam.
There was a live conversation about Teaching pronunciation on 26 August 2021.
In Sweden, the topic of the language learning that happens outside the classroom was brought to the attention of many teachers through Pia Sundqvist’s Ph.D. thesis:
Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary (Doctoral dissertation, Karlstad University).
Well worth reading, or at least delving into parts of! Pia has continued her work in this area, and another open-access text:
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113. https://doi.org/10125/44674
Hayo Reinders and Phil Benson, both based in Australia, are also key players in the field of Language learning beyond the classroom. This article from 2017 set out a research agenda:
Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561-578.
Reading questions – feel free to comment on these questions, the readings, the interview or anything else relevant to the topic in the comments section at the end of this page
- What is your own experience of language learning beyond the classroom, as a learner or as a teacher?
- Do you recognise the aspects that Pia mentions in her article about learners’ vocabulary and their gaming habits?
- Reinders and Benson point out that “classroom learners can also engage in language beyond the classroom”. Can teachers encourage this, or must the entire activity be learner initiated?
We are delighted to have had the opportunity to interview Pia Sundqvist herself about her work in the area of extramural English.
Pia refers to the work of James Paul Gee, e.g. Gee, J. P. (2007). What video games have to teach us about learning and literacy. Revised and updated edition. New York, NY: Palgrave Macmillan. That is a book, and not available through open access, but Gee wrote this open access article which may be of interest:
Gee, J. P. (2013). Learning systems, not games. Texas Education Review, 1.
There was a live conversation about Language learning beyond the classroom on 30 September 2021.
This work is licensed under a Creative Commons Attribution 4.0 International License.
This module will be developed for Autumn 2021
This work is licensed under a Creative Commons Attribution 4.0 International License.