Language socialisation

The study of teachers’ beliefs is one of the challenges faced by many scholars since the mid-1970s. The research on pre-service language teachers’ beliefs indicates there are no unifying research findings confirming the impact of language teacher education on the change in their pre-established beliefs concerning language teaching and learning. We consider essential to enrich the field of language teacher education with research findings reinforcing the importance of this phenomenon. The questionnaire based on the 5-item Likert type scale was administered to 99 pre-service teachers enrolled on English language teaching study programme provided by the Faculty of Education, Comenius University in Bratislava aiming to examine differences among different years of pre-service teachers’ study. The results of the survey show there are differences among different years of preservice teachers’ study programme. Based on the findings, teacher educators and policy makers should be aware of the ...

The significance and advantages of utilizing innovative educational technology gadgets in the classroom have become a source of research interest in current years. This study pursues to explore King Khalid University's staff members'  perspectives on the significance and benefits of incorporating innovative educational technology in teaching the English language to Saudi learners at the tertiary level. This research arrogates the descriptive-analytical approach. Moreover, the theoretical framework of the study was a questionnaire prepared by the two researchers to get information and was applied to fifty-two selected King Khalid University staff members in the Asir region to get their perspectives on the significance and benefits of incorporating innovative educational technology in teaching the English language to Saudi learners at the tertiary level, their groundwork to integrate technology, the types of technology employed and the challenges they encountered in incorporat...

In this chapter, we describe a collaborative action-research project involving an ethnographer, an English teacher and secondary school students in the production of videos about the role of English in the youths' lives. Building on the principles of language socialisation and imagined communities, the analysis of the videos produced by the students foregrounds the connections between their socialisation into English, their sense of present and future investment in English learning activities and their engagement with imagined communities of YouTubers and Instagrammers. Social media, digital platforms and private a er-school language colleges emerge as central in young people's English language learning trajectories, alongside their formal education. We conclude that collaborative action-research initiatives might provide teachers, researchers and students with opportunities to connect youths' in-and out-of-school practices and engage them in more meaningful English learning experiences.

The significance and advantages of utilizing innovative educational technology gadgets in the classroom have become a source of research interest in current years. This study pursues to explore King Khalid University's staff members'  perspectives on the significance and benefits of incorporating innovative educational technology in teaching the English language to Saudi learners at the tertiary level. This research arrogates the descriptive-analytical approach. Moreover, the theoretical framework of the study was a questionnaire prepared by the two researchers to get information and was applied to fifty-two selected King Khalid University staff members in the Asir region to get their perspectives on the significance and benefits of incorporating innovative educational technology in teaching the English language to Saudi learners at the tertiary level, their groundwork to integrate technology, the types of technology employed and the challenges they encountered in incorporat...

This article examines linguistic socialisation and communicative practices in contemporary Spanish families during a child's first two years of life. We focus on two families who worked towards additive bilingualism in their family communicative practices, with the goal of promoting the acquisition of more than one language early on in the children's development. The two cases reflect non-conventional family projects, one family led by a single mother by choice and one by a lesbian couple. Our analysis focuses on three aspects: 1) the interactional and communicative ecologies that emerge as part of the linguistic decisions made by the mothers, focusing particularly on the maternal voicing of children's 'talk'; 2) how these ecologies develop over the first two years of children's lives; 3) how these interactional dynamics intertwine with the linguistic and parenting ideologies of mothers. Our analysis contributes to unpacking how Family Language Policy operates during the early stages of children's communicative development and shows how, in fact, family language planning practices and parental projects intertwine.

Teachers' views influence how they choose pedagogical methods and how they execute teaching practices in the classroom. An investigation of teachers' views regarding the notion of "language socialization" (LS) and how it may be used to enhance pedagogical application via the use of social networking technologies (SNTs) in a Yemeni EFL setting is the subject of this study. In this study, 30 EFL teachers participated in a survey. Five males were interviewed out of the total number of participants. The findings revealed that the vast majority of teachers had good associations with LS as a teaching method and positive reactions to the use of SNTs in the EFL classrooms even though most participants had never used SNTs in their own classrooms. Because of a lack of access to and training in the usage of SNTs, teachers have been prevented from integrating them into their classrooms when teaching English. This suggests that instructors recognize the important functions that...

Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the po...

This study was framed on the theory of Language Socialisation and a Systematic Functional Linguistic (SFL) approach. The aim of the study was to analyse the oral presentation discourse produced by an elementary Iranian English as Second Language (ESL) postgraduate student in an American university four times (September/December, 2015 and March/September, 2016) over one year. The data were collected in terms of textual resources during the discourse socialisation process while in a second language community. The data relating to oral presentations were taken through the Oral English Proficiency Test (OEPT) and later transcribed for further analyses. The findings revealed that the participant became more competent as he continued his language socialisation in the second language academic community. He made progress through the use of textual resources, through the use of basic cohesive devices, including ‘and’ and ‘so’ over time. The study contributes to the language socialisation res...

Teknologi dalam perkembangan arus produksi, konsumsi dan distribusi informasi memegang peranan penting. Urgensi peranan teknologi dalam proses massifikasi informasi terjadi ketika hasil teknologi membantu mengubah pola komunikasi yang dibatasi oleh ruang dan waktu menjadi pola komunikasi informasi tanpa batas. Sehingga hadirnya media baru (new media)  memberi alternatif masyarakat dalam mencari dan memanfaatkan sumber-sumber informasi untuk memenuhi kebutuhannya. Media massa konvensional (tv, radio dan cetak) dituntut untuk melakukan intergrasi dengan media baru agar mampu memenuhi harapanbaru bagi pelanggan setianya, baik pembaca online maupun cetak.
Perkembangan media baru sebenarnya merujuk kepada sebuah perubahan dalam proses produksi media, distribusi dan penggunaan. Media baru tidak terlepas dari key term seperti digitality, interactivity, hypertextuality, dispersal dan virtuality (Lister, 2003 : 13). Dalam konsep digitality semua proses media digital diubah (disimpan) ke dalam bilangan, sehingga keluarannya (out put) dalam bentuk sumber online, digital disk, atau memory drives yang akan diubah dan diterima dalam layar monitor atau dalam bentuk ‘hard copy’. Konsep Interactivity merujuk kepada adanya kesempatan dimana teks dalam media baru mampu memberikan users untuk ‘write back into the text’. Sedangkan konsep dispersal media baru lebih kepada proses produksi dan distribusi media menjadi decentralised dan mengandalkan keaktifan individu (highly individuated).

Teachers' views influence how they choose pedagogical methods and how they execute teaching practices in the classroom. An investigation of teachers' views regarding the notion of "language socialization" (LS) and how it may be used to enhance pedagogical application via the use of social networking technologies (SNTs) in a Yemeni EFL setting is the subject of this study. In this study, 30 EFL teachers participated in a survey. Five males were interviewed out of the total number of participants. The findings revealed that the vast majority of teachers had good associations with LS as a teaching method and positive reactions to the use of SNTs in the EFL classrooms even though most participants had never used SNTs in their own classrooms. Because of a lack of access to and training in the usage of SNTs, teachers have been prevented from integrating them into their classrooms when teaching English. This suggests that instructors recognize the important functions that...

This paper reports part of a broader qualitative case study of Asian students " translation " (Agar, 2006) to study in an Australian university. The paper is concerned with the experiences of eight participants and their involvement in a training programme in the use of language learning strategies (LLS) to support their engagement with second language (L2) academic and social discourses. Agar's (1994) concept of languaculture is used to frame the study. The participants' ability to translate between languaculture 1 (LC1—their home linguistic and cultural context) and languaculture 2 (LC2—the linguistic and cultural context of Australia) is investigated. The findings indicate that LLS can be assistive in this process but that there are contextual and linguistic factors that mediate success. These findings, and the data from the study, have enabled a refinement of Agar's (1994; 2006) languaculture model to better accommodate how training in the use of LLS can su...

Survol de l'investissement social et l'intégration d'apprenants immigrants iraniens adultes des cours de français langue seconde à Montréal: Plusieurs chercheurs se sont déjà questionnés sur la relation entre un apprenant en langue et le monde social qui l'entoure (McKay et Wong, 1996; Norton Peirce, 1995). Avec un nombre croissant de nouveaux arrivants, le Québec est devenu la société d'accueil de milliers d'immigrants de diverses origines culturelles (Amireault, 2011). L'île de Montréal se modifie démographiquement au fil des années avec l'arrivée de ces nouveaux immigrants dont plusieurs ne maitrisent pas le français (Amireault, 2007). Ainsi, apprendre le français est l'un des facteurs incontournables dans l'intégration des immigrants au Québec (Archibald, 2006). À cet égard, le ministère de l'Immigration, de la Diversité et de l'Inclusion du Québec (MIDI) offre des cours de français aux nouveaux immigrants allophones pour faciliter leur intégration. D'après Calinon (2010), les cours de FLS du gouvernement du Québec ont comme objectif de favoriser «l'insertion sociale et économique des immigrants grâce aux connaissances linguistiques et culturelles dispensées » (p.129). Alors, il devient essentiel d'explorer l'influence des cours du FLS sur l'investissement social ainsi que sur l'intégration de ce public d'apprenants dans la société québécoise.

Teachers' views influence how they choose pedagogical methods and how they execute teaching practices in the classroom. An investigation of teachers' views regarding the notion of "language socialization" (LS) and how it may be used to enhance pedagogical application via the use of social networking technologies (SNTs) in a Yemeni EFL setting is the subject of this study. In this study, 30 EFL teachers participated in a survey. Five males were interviewed out of the total number of participants. The findings revealed that the vast majority of teachers had good associations with LS as a teaching method and positive reactions to the use of SNTs in the EFL classrooms even though most participants had never used SNTs in their own classrooms. Because of a lack of access to and training in the usage of SNTs, teachers have been prevented from integrating them into their classrooms when teaching English. This suggests that instructors recognize the important functions that SNTs play in improving students' language learning and socialization but that they lack first-hand experience and training in how to use them in their classrooms effectively. That there is a shortage of provision must be addressed as soon as possible to guarantee that Yemeni English as a foreign language teachers and their students have the chance to engage with new technologies in order to enhance their educational experiences critically.

The linguistic choices teachers and educators make in their spheres of influence depend on their own language experiences and how these have shaped their thinking. In this article, we draw on teacher beliefs, social activism and language socialisation perspectives to demonstrate the potential impact of the Multilingual Socialisation (M-SOC) tool. This theory-informed tool was designed to: (1) make visible multilingual practices where they exist; (2) establish a link between biographical experiences, actions and beliefs related to multilingual practices in education; and (3) expose educators less familiar with multilingualism in education to practical ideas, thus enabling reflection and inspiration. This is part of a potentially wider collective action project that has the aim of generating greater acceptance of multilingual practices in education. Here, we present and evaluate the first stage of the M-SOC project and a follow-on consultation phase and draw conclusions for future research. The quantitative and qualitative analyses of the first results (n = 81) from our ongoing data collection indicate that the M-SOC tool has a role to play as an effective theory-informed teacher development tool that is able to identify, inform and change teachers’ thinking and intentions regarding their classroom practices.

Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentiall...

The article’s theme concerns challenges encountered in the 21st century in the course of language communicative education within the scope of Polish as a native language. The author expresses conviction that socialisation process does not substitute for education, and therefore one of the paramount purposes/aims of language education within the scope of native language is to cater to the language-communicative needs of students stemming from cultural transformation taking place in the contemporary world. New tasks that a Polish language teacher needs to face are developing the so-called new communicative competency which facilitates communicative acts in media-dominated world of today, including digital media. The said tasks also involve counteracting the lowering of verbal communication standards, particularly the cases of verbal aggression and primitive vocabulary.
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Tematyka artykułu dotyczy wyzwań XXI wieku w toku językowej edukacji komunikatywnej w zakresie języka polskiego jako ojczystego. Autorka wyraża przekonanie, że proces socjalizacji nie zastępuje edukacji, dlatego jednym z nadrzędnych celów / zadań edukacji językowej w zakresie języka ojczystego jest zaspokojenie potrzeb językowo-komunikacyjnych uczniów wynikających z przemian kulturowych zachodzących w współczesny świat. Nowe zadania, przed którymi stoi lektor języka polskiego, to rozwijanie tzw. Nowej kompetencji komunikacyjnej, która ułatwia czynności komunikacyjne w dzisiejszym zdominowanym przez media świecie, w tym w mediach cyfrowych. Zadania te obejmują także przeciwdziałanie obniżaniu standardów komunikacji werbalnej, zwłaszcza w przypadkach agresji werbalnej i słownictwa prymitywnego.

La thèse s’est attardée à décrire et à comprendre la trajectoire langagière de femmes immigrantes. Cette trajectoire est constituée du projet personnel -tel que défini par Boutinet (1998)- de ce que Nuttin (1985) nomme « la motivation d’accomplissement » et enfin du concept de socialisation langagière (Ochs et Schieffelin, 1984). Des résultats, il ressort entre autres les effets formateurs de la biographie langagière tant sur le plan personnel (conscience du projet personnel, de la motivation d’accomplissement et de la socialisation langagière), sur le plan de l’apprentissage du français (consciences des façons d’apprendre), sur le plan psychologique (estime de soi), social (sentiment d’appartenance à la société d’accueil, autonomie individuelle) et culturel (protection de la culture d’origine par l'usage de la langue maternelle).

Relationships between words and meaning are central to effective language use. Noticing these relationships is essential for students to become successful language learners, in terms of acquiring language and becoming active participants in a social group. This article considers how to achieve this using a pedagogical corpus with Microsoft OneNote.