Category Archives: pedagogy

Informed Use of Learner L1: Plurilingualism as a Macrostrategy for Teaching English to Speakers of Other Languages

Download PDF

Abstract
The use of learner L1 in TESOL contexts has emerged as an effective, if controversial, teaching strategy. This strategy is validated by the notion of plurilingualism. Plurilingual practices serve a variety of classroom aims and offer a range of pedagogical and intercultural benefits. However, there are several challenges impeding the adoption and application of plurilingual pedagogy. In response to these challenges, I draw on a postmethod framework and my own teaching experiences to offer several ideas for plurilingual classroom activities, developed with Spanish and Portuguese-speaking students. A plurilingual perspective can help ESOL teachers to recognize, respect, and make use of their learners’ diverse linguistic and cultural resources.

Introduction
Views of monolingualism, native-speakerism, and subtractive language acquisition still dominate TESOL learning and teaching contexts.  Continue Reading →

POST COMMENT 0

Can Sociodramatic Play Enhance Second Language Development?

Download PDF

Abstract
Sociodramatic play contributes to children’s communication processes in several ways, including the development of language, imagination, creative expression, self-regulation, inner thought, and socialization, as well as the paving of the way for the development of symbolic activities such as literacy, mathematics, and music. To what extent, however, can it be beneficial to second language development in teenage and adult learners? In this paper, study findings about how and why sociodramatic play—also referred to as role-play, pretend play, symbolic play, and make-believe play—can help learners of all ages acquire a second language are reviewed. In these studies, sociodramatic play is regarded as an opportunity to promote interactive and cooperative learning along with understanding the norms of other cultures,  Continue Reading →

POST COMMENT 0

Exploring Multilingual International Students’ Identity-related Experiences through Pictures

Download PDF

Abstract
This paper shares findings from an investigation connected to a larger research study which sought to holistically understand multilingual international students’ socio-academic and linguistic experiences at a university in Ontario. In here, the focus is placed on the students’ identity-related experiences in light of post-structuralist theory in applied linguistics. By drawing on interviews and participant-generated photography, this study seeks to link theory and experience, and to illustrate some of the complexity, diversity, and subjectivity of identity and identity-related experiences for multilingual international students for whom English is an additional language.

Background
Canadian universities and colleges have experienced a rapid increase in the number of international students over the last decade. International students contribute to the diversification of their host academic communities in multifaceted ways.  Continue Reading →

Categories:
Identity, Journal, pedagogy
POST COMMENT 0