Skip to content
Licensed Unlicensed Requires Authentication Published by De Gruyter Mouton June 9, 2022

Critical incidents as a window into simple language management

Dagmar Sieglová EMAIL logo

Abstract

Language learning is a life-long process. In a world that connects people across nations through study, work, travel and socializing, new chances and challenges arise, intensifying a need to improve modern foreign language skills. The aim of language education, therefore, should not be limited to providing mere language instruction but it should also involve the development of learner autonomy so that students are equipped with strategies, methods, and approaches for managing their language development over the course of their whole lives. Higher Education Institution (HEI) teaching practices need to react to this reality through their teaching approaches and methodologies. The following study conducted with ŠKODA AUTO University presents an analysis of the current students’ simple language management (LM) process, which reveals their language learning attitudes, behaviors and ‘acts toward’ language. Data were collected between 2017 and 2020 from students’ written narratives describing and analyzing critical incidents (CI) that reflect the learning strategies the students adopt, the study styles they use, motivation for learning, as well as the actions they plan and conduct. As a result, these findings form the basis of a deeper understanding of the language teaching process, which in turn enhances language education methodology.


Corresponding author: Dagmar Sieglová, ŠKODA AUTO University, Mladá Boleslav, Czech Republic, E-mail:

References

Apedaile, Sarah & Lenina Schill. 2008. Critical incidents for intercultural communication: An interactive tool for developing awareness, knowledge, and skills. Edmonton: NorQuest College.Search in Google Scholar

Attride-Stirling, Jennifer. 2001. Thematic networks: An analytic tool for qualitative research. Qualitative Research 1(3). 385–405. https://doi.org/10.1177/146879410100100307.Search in Google Scholar

Braun, Virginia & Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2). 77–101. https://doi.org/10.1191/1478088706qp063oa.Search in Google Scholar

Brinton, Donna M., Marguerite A. Snow & Marjorie B. Wesche. 1989. Content-based second language instruction. New York: Newbury House.Search in Google Scholar

Butterfield, Lee D., William A. Borgen, Asa-Sophia T. Malio & Norman E. Amundson. 2005. Fifty years of the critical incident technique: 1954-2004 and beyond. Qualitative Research 5(4). 475–497. https://doi.org/10.1177/1468794105056924.Search in Google Scholar

Cope, Jason & Gerald Watts. 2000. Learning by doing. An exploration of experience, critical incidents and reflection in entrepreneurial learning. International Journal of Entrepreneurial Behaviour & Research 6(3). 104–124. https://doi.org/10.1108/13552550010346208.Search in Google Scholar

Council of the EU. 2014. Conclusions on multilingualism and the development of language competences. In Education, Youth, Culture and Sport Council meeting Brussels. https://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/142692.pdf/.Search in Google Scholar

Edvardsson, Bo. 1992. Service breakdowns: A study of critical incidents in an airline. International Journal of Service Industry Management 3(4). 17–29. https://doi.org/10.1108/09564239210019450.Search in Google Scholar

Ellis, Rod. 2003. Task-based language learning and teaching. Oxford: Oxford University Press.Search in Google Scholar

Fishman, Joshua Aaron. 1971. The sociology of language: An interdisciplinary social science approach to language in society. In Joshua Aaron Fishman (ed.), Advances in the sociology of language, 217–404. The Hague: Mouton.Search in Google Scholar

FitzGerald, Kirsten, Sue Seale, Carolyn A. Kerins & Rosaleen McElvaney. 2007. The critical incident technique: A useful tool for conducting qualitative research. Journal of Dental Education 72(3). 299–304.10.1002/j.0022-0337.2008.72.3.tb04496.xSearch in Google Scholar

Flanagan, John C. 1954. The critical incident technique. Psychological Bulletin 51(4). 327–358. https://doi.org/10.1037/h0061470.Search in Google Scholar

Jernudd, Bjӧrn H. & Jiří V. Neustupný. 1987. Language planning: For whom? In Lorne Laforge (ed.), Proceedings of the International colloquium on language planning, 69–84. Québec: Les Presses de l’Université Laval.Search in Google Scholar

Kimura, Goro C. 2014. language Management as a cyclical process: A case study on prohibiting Sorbian in the workplace. Slovo a Slovesnost 75(4). 225–270.Search in Google Scholar

Marsh, David. 1994. Bilingual education & content and language integrated learning. Paris: International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua), University of Sorbonne.Search in Google Scholar

Morgado, Margarida, Margarida Coelho, María del C. A. Ribeiro, Alexandra Albuquerque, Manuel M. da Silva, Graça Chorão, Suzana Cunha, Ana Gonçalves, Ana I. Carvalho, Mónica Régio, Sónia Faria & Isabel Chumbo. 2015. CLIL training guide: Creating a CLIL learning Community in higher education. Santo Tirso, Portugal: De Facto Editores.Search in Google Scholar

MŠMT ČR. 2001. National Programme for the Development of Education in the Czech Republic: White paper. Czech Republic: Ministry of Education, Youth and Sport. Available at: http://www.vzdelavani2020.cz/images_obsah/dokumenty/knihovna-koncepci/bila-kniha/bila_kniha_2001_en.pdf.Search in Google Scholar

Nekvapil, Jiří & Marek Nekula. 2006. On language management in multinational companies in the Czech Republic. Current Issues in Language Planning 7(2&3). 307–327. https://doi.org/10.2167/cilp100.0. [Reprinted in Anthony J. Liddicoat & Richard B. Baldauf Jr. (eds.). 2008. Language planning in local contexts, 268–287. Clevedon: Multilingual Matters].Search in Google Scholar

Nekvapil, Jiří & Tamah Sherman. 2009. Pre-interaction management in multinational companies in Central Europe. Current Issues in Language Planning 10(1). 181–198. https://doi.org/10.1080/14664200802399133.Search in Google Scholar

Nekvapil, Jiří & Tamah Sherman. 2015. An introduction: Language management theory in language policy and planning. International Journal of the Sociology of Language 232. 1–12. https://doi.org/10.1515/ijsl-2014-0039.Search in Google Scholar

Neustupný, Jiří V. & Jiří Nekvapil. 2003. language Management in the Czech Republic. Current Issues in Language Planning 4. 181–366. [Reprinted in R. B. Baldauf. & R. B. Kaplan (eds.). 2005. Language planning and policy in Europe 2. 16–201. Clevedon: Multilingual Matters].10.21832/9781853598142-003Search in Google Scholar

NÚV. 2004. Rámcové vzdělávací programy. Czech Republic: Národní ústav pro vzdělávání. Available at: http://www.nuv.cz/t/rvp.Search in Google Scholar

Pullin, Patricia. 2013. From curriculum to classroom: Designing and delivering courses in workplace communication. Babylonia 2(13). 32–36.Search in Google Scholar

Pullin, Patricia. 2015. Culture, curriculum design, syllabus and course development in the light of BELF. Journal of English as a Lingua Franca 4(1). 31–53. https://doi.org/10.1515/jelf-2015-0006.Search in Google Scholar

Richards, Jack C. 2017. Curriculum development in language teaching, 2nd edn. Cambridge: Cambridge University Press.10.1017/9781009024556Search in Google Scholar

Sherman, Tamah. 2007. Language management on the front lines: A report from Dunajská Streda Language Management Workshop. Language management in contact situations, 5, 67–77. Chiba: Chiba University, Graduate School of Humanities and Social Sciences.Search in Google Scholar

Spencer-Oatey, Helen. 2013. Critical incidents: A compilation of quotations for the intercultural field. Warwick, UK: GlobalPAD Core Concepts. Available at: GlobalPAD Open House http://go.warwick.ac.uk/globalpadintercultural.Search in Google Scholar

Tripp, David. 1993. Critical incidents in teaching. Developing professional judgement. London: Routledge.Search in Google Scholar

Tuckett, Anthony G. 2005. Applying thematic analysis theory to practice: A researcher’s experience. Contemporary Nurse 19(1–2). 75–87. https://doi.org/10.5172/conu.19.1-2.75.Search in Google Scholar

Wight, Albert R. 1995. The critical incident as a training tool. In Sandra M. Fowler (ed.), Intercultural sourcebook: Cross-cultural training methods, 1, 127–140. Yarmouth, ME: Intercultural Press.Search in Google Scholar

Received: 2020-09-21
Accepted: 2021-10-01
Published Online: 2022-06-09
Published in Print: 2022-05-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Downloaded on 5.12.2022 from frontend.live.degruyter.dgbricks.com/document/doi/10.1515/cercles-2022-2043/html
Scroll Up Arrow