A Review of the Literature on Second Language Learning

July 19, 2010

Written Dr. John Archibald,  Dr. Sylvie Roy and other researchers at from the Language Research Centre (LRC), of the University of Calgary, A Review of the Literature on Second Language Learning, 2nd ed. Published in 2006, this study examines 4 key areas:

  1. Effects of a second language on a person’s first language
  2. The role of content instruction in offering a second language
  3. Effects of second language learning on students with special needs
  4. Effects of learning and third language on students for whom English is a second language.

Some key findings of this research are:

  • Exposure to a second language can enhance non-linguistic skills such as divergent thinking, attitudes towards others and math skills.
  • Acquiring knowledge in a second language does not impede first language development.
  • Significant time investment is required to acquire full fluency.
  • Content-based language teaching (e.g. teaching math or science in a second language) can increase students’ ability to make connections between second language study and the outside world.
  • Students with special needs can learn second languages.
  • Acquiring a third language is a common occurrence around the world.
  • It helps to learn a third language if you have a strong proficiency in a first language.

________

Share this post: A Review of the Literature on Second Language Learning https://wp.me/pNAh3-bO

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on A Review of the Literature on Second Language Learning | research, second languages, Uncategorized | Tagged: , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Global Trends in Language Learning in the 21st Century

July 13, 2010

If you liked the post I did a while back called Trends in Language Learning: What’s hot, what’s not , you’ll like this even better. At the urging of a few trusted colleagues and readers, I conducted more in-depth research into current and emerging trends in language education. The result is this full-fledged report, with three-pages of references.

Here’s an overview:

Global Trends in Language Learning the Twenty-First Century
Author: Eaton, Sarah Elaine
Date: June 2010
ISBN: 978-0-9733594-6-6
Publication Type: monograph
Total number of pages: 21

Abstract

Today’s language classroom is vastly different from that of the mid- to late 20th century. The study is a meta-analysis of recent research which provided the means to identify current and emerging trends in the field. Informed by this research, some identified trends that are shaping the 21st century language classroom are:

What’s out:
1. Vague, hollow promises that can’t be proven.
2. Saying that learning languages is easy.
3. Authoritative teacher attitudes.
4. Complaining about cutbacks and lack of funding.
5. Language labs.

What’s in:
1. Clear, provable demonstrations of learning.
2. Frameworks, benchmarks and other asset-based approaches to assessment.
3. Individualized, customizable, learner-centred approaches.
4. Proving the value of language learning through stories and speech.
5. Using technology for language learning.
6. Linking language learning to leadership skills.
7. Showing funders the impact their investment has on students and communities.

In short, the focus in language education in the twenty-first century is no longer on grammar, memorization and learning from rote, but rather using language and cultural knowledge as a means to communicate and connect to others around the globe. Geographical and physical boundaries are being transcended by technology as students learn to reach out to the world around them, using their language and cultural skills to facilitate the connections they are eager to make.

The full report is available free of charge. It has been archived by:

Education Resources Information Center (ERIC) (Accession number ED510276)

European Association of Education for Adults (EAEA)

Library and Archives Canada’s Electronic Collection

I will also be hosting a free webinar on this new research on July 27 at 10:00 Mountain time. For more information on the webinar click here.

—

Like this post? Share or Tweet it: Global Trends in Language Learning in the 21st Century http://wp.me/pNAh3-8I

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

6 Comments | education, ESL, languages, leadership, research, second languages, Uncategorized | Tagged: , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Latest research shows that language you speak affects your thoughts

July 12, 2010

HealthNewsDigest.com released a story today about a study published in Psychological Science that found that the “language a person speaks may influence their thoughts”. The study, conducted by researchers Shai Danziger of Ben-Gurion University and Robert Ward of Bangor University, tested Israeli Arabs who speak both Arabic and Hebrew fluently. HealthDigest.com reports that, “The study found that Israeli Arabs’ positive associations with their own people are weaker when they are tested in Hebrew than when they are tested in Arabic.”

Read the whole story here.

___________________

Like this story? Share or Tweet it: Latest research shows that language you speak affects your thoughts http://wp.me/pNAh3-bo

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on Latest research shows that language you speak affects your thoughts | languages, research, second languages, Uncategorized | Tagged: , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

“UCLA report details recession’s impact on schools”

June 21, 2010

On June 21, 2010 he San Francisco Examiner reporter, Terence Chea, wrote “UCLA report details recession’s impact on schools“. The article gives highlights from a study conducted by UCLA’s Institute for Democracy, Education and Access. The study “interviewed 87 elementary, middle and high principals across California to gauge the impact of the recession and budget cuts on student welfare and school learning environments.”

The study found that:

  • 62 percent of principals reported that teachers in their schools had been laid off, threatened with layoffs or reassigned to other schools. The number of actual layoffs was four times greater at schools in poorer communities than wealthier communities.
  • 67 percent reported that class sizes had increased, with 74 percent of elementary school principals reporting larger class sizes.
  • 75 percent reported that summer school had been reduced or eliminated.
  • 75 percent reported reductions in instructional materials and supplies.
  • 70 percent reported cuts to professional development programs.
  • 67 percent reported growing housing insecurity, which includes homelessness, families moving in together and families moving away for economic reasons.
  • 51 percent reported an increase in the health, psychological or social service needs of their students.

Read more…

_____________________________________

Share this post: “UCLA report details recession’s impact on schools” https://wp.me/pNAh3-9Q

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on “UCLA report details recession’s impact on schools” | education, research, Uncategorized | Tagged: , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

ESL Marketing – Know your student demographics

June 3, 2010

Do you know what countries your students come from? Better yet, can you articulate what percentage of your students is from which countries? Although most program coordinators or managers could tell you where the majority of their students come from, you might be surprised how many do not know basic statistical information about their own programs and students. Depending on what privacy laws apply to business and schools in your area, you may be able to ask your participants’ age, occupation, gender, marital status, number of children and so on. The more information you can collect, the clearer picture you can build of your typical student. Before you go ahead and design a questionnaire though, I would recommend that you familiarize yourself with any privacy laws that may apply in your country with regards to the collection of personal information.

Most programs keep statistical information in some form, either on registration forms or in a database. Few actually use the data for any real purpose. If you have statistical information, it really is worth the time and effort to compile it into useful reports that can help you assess who has been registering in your program over the past little while.

I suggest that you go back at least 3-5 years to compile your data. You want to know:

  • where your students are from
  • what is their first language
  • how old they are (age range and average age)
  • ratio of males to females
  • information on education or occupation

The idea is to build yourself a “big picture” of who is registering in your program.

After you have that picture, you can assess whether or not the demographics you have fit the demographics you want. For example, if you have mainly female students and you think some gender balance would benefit your program, you could tweak your marketing materials to attract more males (for example, appealing to all-male schools or men’s sports teams).

An analysis of your student population costs you little money, just an investment of your time. It’s an investment that could help your program grow in phenomenal ways.

This post is adapted from “Idea # 9: Assess your current program demographics” in 101 Ways to Market Your Language Program

____________

Like this post? Share or Tweet it: ESL Marketing – Know your student demographics http://wp.me/pNAh3-71

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on ESL Marketing – Know your student demographics | 101 Ways to Market Your Language Program, ESL, language program administration, languages, leadership, marketing, recruitment, research, second languages, Uncategorized | Tagged: , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

« Previous Entries
Next Entries »