Jump to ContentJump to Main Navigation
Show Summary Details
More options …

 

Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

Online
ISSN
2191-6128
See all formats and pricing
Online
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 49.00 / US$ 74.00 / GBP 40.00*
Print
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Print + Online
Institutional Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
Individual Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
*Prices in US$ apply to orders placed in the Americas only. Prices in GBP apply to orders placed in Great Britain only. Prices in € represent the retail prices valid in Germany (unless otherwise indicated). Prices are subject to change without notice. Prices do not include postage and handling if applicable. RRP: Recommended Retail Price.
More options …

Giving learners a multicultural voice: An English speaking university context

Anna Nunan
Published Online: 2017-10-07 | DOI: https://doi.org/10.1515/cercles-2017-0018

30,00 € / $42.00 / £23.00

Get Access to Full Text

Abstract

Difficulties establishing support for English speakers taking second language electives in postsecondary education in Ireland led to research on how language classes could be more accessible, multicultural, plurilingual and relevant for students in a university language centre. It is important to try and discover why students choose a foreign language module in an English speaking context, how prior experiences of language learning are processed by these students and how student suggestions for future semester offerings may be relevant to changing paradigms in language learning. 2,600 student evaluations over 3 semesters were analysed in relation to student motivation in taking a foreign language elective. 25 students were interviewed on their motivation in language learning, prior experience of language learning and suggestions for future language modules. Motivation in language learning is a complex process (Dörnyei 2003, Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning 53(S1). 3–32) yet encouraging numbers in an Institution-Wide Language Programme prompted the question of why students choose a language elective from a wide range of options and pursue the language enthusiastically providing positive feedback despite minimal support from their academic discipline. The results reveal an interest in plurilingualism and multiculturalism that is not being addressed by secondary school education and an experience of prior language learning that falls significantly short of the benefits of multicultural and plurilingual approaches to language teaching. Integrated didactic approaches to languages studied and culturally oriented materials have the potential to redefine the student experience of language learning, reinforce plurilingual curriculum design (Piccardo 2013, Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly 47(3). 600–614) and enhance intercultural growth.

Keywords: second language learning; motivation in language learning; intercultural competence; plurilingualism

References

  • Boekmann, Klaus Börge, Eija Aalto, Andreas Abel, Tatjana Atanasoska & Terry Lamb. 2011. Promoting plurilingualism: Majority language in multilingual settings. Strasbourg: Council of Europe Publishing.Google Scholar

  • Braine, George (ed.). 2014. Teaching English to the world: History, curriculum, and practice. London: Routledge.Google Scholar

  • Brown, James Dean. 2014. Mixed methods research for TESOL. Edinburgh: Edinburgh University Press.Google Scholar

  • Busse, Vera & Catherine Walter. 2013. Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal 97(2). 435–456.CrossrefGoogle Scholar

  • Butler, Elizabeth. 2014. A framework for consultation on a foreign languages in education strategy for Ireland. http://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/Framework-Consultation-Foreign-Languages-in-Education-Strategy.pdf (accessed 10 August 2017).

  • Candelier, Michel, Petra Daryai-Hansen & Anna Schröder-Sura. 2012. The framework of reference for pluralistic approaches to languages and cultures–a complement to the CEFR to develop plurilingual and intercultural competences. Innovation in Language Learning and Teaching 6(3). 243–257.CrossrefGoogle Scholar

  • Carson, Lorna. 2013. The LUCIDE network: Languages in Urban communities–integration and diversity for Europe. European Journal of Applied Linguistics 1(2). 305–312.Google Scholar

  • Cenoz, Jasone. 2013. The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching 46(01). 71–86.Web of ScienceCrossrefGoogle Scholar

  • Crystal, David. 2013. The language revolution. New York: John Wiley & Sons.Google Scholar

  • Csizér, Kata & Zoltán Dörnyei. 2005. The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal 89(1). 19–36.CrossrefGoogle Scholar

  • Dörnyei, Zoltán. 2003. Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning 53(S1). 3–32.CrossrefGoogle Scholar

  • Dörnyei, Zoltán. 2009. The psychology of second language acquisition. Oxford: Oxford University Press.Google Scholar

  • García, Ofelia, Zeena Zakharia & Bahar Otcu (eds.). 2012. Bilingual community education and multilingualism: Beyond heritage languages in a global city, Vol. 89. Bristol: Multilingual Matters.Google Scholar

  • Gardner, Robert C. 2007. Motivation and second language acquisition. Porta Linguarum 8, June. 9–20. http://digibug.ugr.es/bitstream/10481/31616/1/Gardner.pdf (accessed 10 August 2017).

  • Gillespie, Paul. 2015 Why we’re so bad at picking up other languages. http://www.irishtimes.com/opinion/paul-gillespie-plurilingualism-why-we-re-so-bad-at-picking-up-more-languages-1.2420296 (accessed 10 August 2017).

  • Graham, Suzanne J. 2004. Giving up on modern foreign languages? Students’ perceptions of learning French. The Modern Language Journal 88(2). 171–191.CrossrefGoogle Scholar

  • Horwitz, Elaine K. 1999. Cultural and situational influences on foreign language learners’ beliefs about language learning: A review of BALLI studies. System 27(4). 557–576.CrossrefGoogle Scholar

  • King, Lid & Lorna Carson (eds.). 2015. The multilingual city: Vitality, conflict and change. Bristol: Multilingual Matters.Google Scholar

  • Lantolf, James. P. 2011. The sociocultural approach to second language acquisition. In D. Dwight Atkinson (ed.), Alternative approaches to second language acquisition, 24–47. London: Routledge.Google Scholar

  • Lanvers, Ursula & James A. Coleman. 2013. The UK language learning crisis in the public media: A critical analysis. The Language Learning Journal 45(1). 3–25.Google Scholar

  • Little, David. 2006. The common European framework of reference for languages Content, purpose, origin, reception and impact. Language Teaching 39(3). 167–190.CrossrefGoogle Scholar

  • Macaro, Ernesto. 2008. The decline in language learning in England: Getting the facts right and getting real. Language Learning Journal 36(1). 101–108.CrossrefGoogle Scholar

  • Norton, Bonny. 2013. Identity and language learning: Extending the conversation. Bristol: Multilingual Matters.Google Scholar

  • O’Brien, Tim. 2014. Science Foundation encourages ‘STEM’ subjects. http://www.irishtimes.com/news/ireland/irish-news/science-foundation-encourages-stem-subjects-1.1765961 (accessed 10 August 2017).

  • Pauwels, Anne. 2014. The teaching of languages at university in the context of super-diversity. International Journal of Multilingualism 11(3). 307–319.CrossrefGoogle Scholar

  • Pennycook, Alastair. 2014. The cultural politics of English as an international language. London: Routledge,Google Scholar

  • Piccardo, Enrica. 2013. Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly 47(3). 600–614.CrossrefWeb of ScienceGoogle Scholar

  • Richards, Jack C. & Theodore S. Rodgers. 2014. Approaches and methods in language teaching. Cambridge: Cambridge University Press.Google Scholar

  • Sanz, Cristina. 2000. Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied psycholinguistics 21(01). 23–44.Google Scholar

  • Zhu, Hua. 2013. Exploring intercultural communication. London: Routledge.Google Scholar

About the article

Anna Nunan

Anna Nunan is a Lecturer in TESOL at the Applied Language Centre, University College Dublin and Module Coordinator for a large scale university-wide language programme. Recently she has focused on the development of innovative models of language teaching, CEFR applications and language teacher education in HE.

Published Online: 2017-10-07

Published in Print: 2017-10-26

Citation Information: Language Learning in Higher Education, Volume 7, Issue 2, Pages 435–449, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2017-0018.

Export Citation

© 2017 Walter de Gruyter GmbH, Berlin/Boston.Get Permission

Comments (0)

Please log in or register to comment.
Log in