Studies in Second Language Learning and Teaching, 2011, vol. 1, no. 1
Permanent URI for this collection
Browse
Browsing Studies in Second Language Learning and Teaching, 2011, vol. 1, no. 1 by Subject "Communication"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item L2 willingness to communicate (WTC) and international posture in the Polish educational context(Zakład Filologii Angielskiej: Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2011) Mystkowska-Wiertelak, Anna; Pietrzykowska, AgnieszkaSpeaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989), it appears prone to numerous psychological and social influences that, being difficult to control, may consistently hinder development. One of such factors, closely related to the concept of anxiety, is L2 willingness to communicate (WTC), called “the most immediate determinant of L2 use” (Clement, Baker, & MacIntyre, 2003, p. 191). Perceived as either a personality trait or/and a context-related feature, WTC seems capable of accounting for a person’s first and second language communication. Interestingly it can be related to the learner’s disposition towards the target language culture, general interest in international affairs, willingness to travel and sustain contacts with speakers of other languages, which, defined as international posture (Yashima, 2002), serves as a strong predictor of success in language learning. The present paper reports the results of a survey conducted among 111 students of English, in the majority prospect teachers of English. The aim was to establish the degree of correlation between their international posture and WTC. The results do not corroborate the outcomes of other studies performed in the field (cf. Yashima, 2002, 2009), which might point to the unique characteristics of the Polish educational context.Item Understanding CLIL as an innovation(Zakład Filologii Angielskiej: Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2011) Kiely, RichardContent and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focussed instruction in foreign language learning, and a policy posi-tion which promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher ed-ucators and experts in universities establish programmes, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not, in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four coun-tries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child.