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Essay about the use of video for teaching language as a second language

According to Cohen and Jensen (2000, all jobs “out there” require the graduates to be equipped with oral presentation skills. The value of presentation is often over-looked. While some teachers see oral presentation as a skill students will acquire somehow on their own, many see oral presentation activities as a waste of time and that time is better spent on other language skills like reading and writing. Nevertheless, speaking problems stem from the lack of opportunity to speak English. Sometimes students find it difficult to speak in the target language because of input-poor environment (Gan, 2012) while others use choose to use English only for certain occasions in the classroom (Guccione, 2012). They find no reason to use English. Even if they do-for instance they are asked to participate in oral presentation, they would encounter difficulty because they may not have any interesting topics. Movies have long “entered” the ESL classroom. There are many suggestions

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This research examines ‘virtual linguistic landscapes’ (Ivković and Lotherington 2009) visible in user-generated YouTube.com comment fields associated with video clips of the Eurovision Song Contest. We begin by discussing contemporary sociolinguistic approaches and terminology (e.g. multi-, pluri-, polylingualism) attuned to complex phenomena in social media language contact zones. Following an application of these approaches to data, we argue that the emergence of a user-generated virtual linguistic landscape is usefully understood as a process of ‘linguascaping’ (Jaworski et al. 2003; Ivković 2012); i.e. linguistic engagements that propagate opinions, beliefs and ideological positions. As applied to YouTube comment fields, linguascaping suggests an agentive process of constructing and contesting possible ethno-linguistic identifications and power relations through semiotic resources.

The study presents the results of a case evaluating the impact of designed audiovisual materials for English CLIL (Content and Language Integrated Learning) course " Cultures & Societies ". The designed videos were recorded with the purpose to connect the cultural context and content of the course and make students' learning more significant, and thus more long-term. The purpose of the study is to identify if the designed materials have achieved the goal of providing relevant content and language that would be significant to students' lives and results in long-term learning. During the second semester of 2016 in " Cultures & Societies " English CLIL class, students were exposed to 23 designed videos-interviews and 5 videos on similar cultural topics from other authors used from the YouTube. During the first months of the course students were exposed to 3 designed videos and 3 videos from YouTube. Students (n=15) completed a survey immediately after watching each video, indicating their perceptions of the videos in terms of relevance to their lives, culture, career and language. The results of the survey demonstrated that there was no significant difference in terms of interest and relevance to the subject, as the videos were previously selected for a course. Although students indicated that they were more connected emotionally to the designed videos than other YouTube videos. A week after the semester ended, the teacher conducted semi-structured interviews with students (n=11) soliciting information about what they remembered from videos and why. The interviews were conducted in Spanish. They were transcribed and analyzed via NVIVO qualitative software. Preliminary analysis shows that designed videos do have impact on long-term learning. Students remember the content of some of the videos they were exposed to in class, even though they watched them once three months ago. They highlight the importance of familiar cultural context, truthfulness of statements in the videos-interviews, language elements important to them, and motivation to listen to people with other cultural background, making the course " different " from the rest English classes they had.

KNOW, 2017

International Bricolage for language teachers, historians, professors of literatures both anglophone and other, both ancient and modern; linguists, political scientists, anthropologists, sociologists, specialists in public health, and other multinational sorts

Conference Proceedings from the 3rd International Conference of the Institute of Foreign Languages (ICIFL3) and the 3rd International Conference on Intercultural Communication 2013

2013

As a theoretical notion, 'languaging' denotes a fluid system of communication that is constructed and performed by individuals during 'collaborative dialogue'. In language learning, the term 'languaging' has been defined as: “the process of making meaning and shaping knowledge and experience through language” (Swain 2006: 98). Swain continues, likening languaging to reformulating, where the intent is not to change meaning but the form to improve learning (maybe writing down the thoughts, or talking about and explaining what has been writen) so that the meaning is clear or acceptable to another reader or listener. Liddicoat and Scarino (2013: 61), in their discussion of intercultural teaching and learning, talk of languaging in terms of interaction, where personal accounts and experiences of language and culture are mediated.