Abstract Books of the World Conference on Language Learning
The World Conference on Language Learning (LANGUAGECONF) presents carefully peer-reviewed research presented at the annual Language Learning conference organized by Proud Pen. This collection captures original work across the field of Language Learning, spanning theoretical frameworks to applied studies. Each volume serves as a reference for ongoing research and study in the discipline.
Multimodal Elements in the Language Classroom – Shedding Light on What Is Already Invisibly There
The keynote will initially introduce the theoretical concept of multimodality (based on Bezemer et al, 2020) but then will link theory to practice through the sharing of real (at times funny but inspiring) examples taken from the ongoing Multimodal encounters research project coordinated by the keynote speaker. Through examples taken from language classrooms in Malta, Sweden, Ukraine, Italy, Germany, Switzerland and the Philippines, the audience will themselves manage to formulate insights through which they critically evaluate the effectiveness of pedagogical multimodal texts designed for the language classroom. In conclusion, the keynote will end with the formulation of 5 practical tips – which the audience will interactively come up with – aimed as practical tips through which language teachers around the globe can feel more informed and confident to design, evaluate and use multimodal text within their particular teaching context.
Copyright (c) 2024 Proceeding of the World Conference on Language Learning
Investigating Interpreter Ideology: UN Interpreters in the Israeli-Palestinian Conflict
The Israeli-Palestinian conflict is an ongoing geopolitical dispute of global attention and a discursive arena where competing ideologies are articulated and negotiated, particularly at the United Nations. Against this backdrop, the present study investigates the role of interpreters’ ideology within the conflict through a discourse analysis of four United Nations Security Council conferences on the Palestine Question. Drawing on a combined framework of Critical Discourse Analysis and Appraisal Theory, the study first quantifies patterns of lexical, semantic, and polarity shifts in the interpreting for both Israeli and Palestinian speakers. Log-likelihood and Log-ratio algorithm are then applied to measure the differences between the two groups. Lastly, the ideological factors underlying these shifts are explored from cognitive, social, and discursive perspectives. The results reveal distinct patterns: interpreting for Israel tends to involve mitigation strategies, including downscaling force, softening focus, and weakening negativity. In contrast, interpreting for Palestine shows an opposite trend with upscaling force, sharpening focus, and strengthening negativity. These patterns suggest that interpreters may subtly shape narratives by promoting peace and dialogue in a tense international setting. However, they are also influenced by institutional and national ideologies, as interpreters are expected to perform under the guidelines of their home countries and the organizations they represent. By demonstrating the multifaceted role of interpreters in conflict settings, the study contributes a fresh perspective to interpreters’ operation within a complex interaction of language, conflict, and ideology.
Public Policy, English Language Teaching and Teacher Education in Paraguay
Since The Enactment of Law, No 5031/2013 “That Implements The English Language In The Public Education Curriculum From Pre-School To The Last Course Of High-School” Which Stipulates The Teaching Of English At All Educational Levels, The Paraguayan Ministry Of Education And Science (MEC) Has Adopted A Series Of Measures That Includes The Training Of Teachers For The Teaching Of English In Schools And Colleges In The Country. Thus, This Paper Aims to Identify The Policies Of Teaching English As A Foreign Language Proposed By The Legislation And The Central Government For The Training Of Teachers Of English As A Foreign Language. This Exploratory Study Proposes a Triangulation Mixed Methods Approach Using Multiple Sources And Methodologies, Including The Analysis Of Documents And Records Related To The Policies Implemented As Well As Key Informants Who Can Provide The Necessary Information For The Study. There Are Very Few Studies Carried Out in Paraguay On The Teaching Of English As A Foreign Language. It Is of Vital Importance To Have Updated Data On The Status Of Educational Policies In This Area So That The Country Can Comply With The National Development Plan Following The Sustainable Development Goals To Ensure A More Equitable Education For All Paraguayan Children And Youth.
Ancient Classical Pedagogy in Contextof Digital Education of Foreign LanguagesRational Thought
Research advances are presented whose objective is to test and qualify the viability of implementing Rational Thought of the ancient classical pedagogical area, in digital classrooms of foreign languages; and answer the questions: what are the current theoretical foundations and on which thematic digital teaching should be built in multilingual diversity classrooms?; How does rational thought modify in students of different languages, research and conceptualization related to linguistic, literary and cultural topics? How does classical pedagogy help the development of didactics in the digital context, allowing the teacher to teach and the student to build knowledge? The first stage consisted of theoretically basing classical pedagogy, with the rational thought of ancient Greece and its derivation in scientific thought as its guiding axis. Design that implied contrast in ways of thinking about thematic diversity. With the following organization: methodological, theoretical and procedural foundation. For the test design, an interaction matrix is proposed to order and interpret data that reflect the level of conceptualization to be collected by written language; according to types of structured thought: rational logical, methodical and narrative; For each type of thought, dimensions of content, purpose and structure are evaluated. The methodology used for this stage is qualitative; In the second stage, test design will be applied. As a result of the first stage, methodological, theoretical and test design foundations were achieved, implementing the scientific method, supported by preliminary conclusions and an annex of examples to address multiple topics.
Assessing the Impact of Explicit Instruction for Polish Dyslexic Students Learning English
This study investigated the effects of explicit instruction on English language acquisition among Polish students with dyslexia. Dyslexia, a learning disorder primarily affecting reading and language processing, presents significant challenges when learning English, a language with irregular orthographic patterns. The research aimed to assess whether structured, explicit instruction focusing on phonological awareness, orthographic rules, and vocabulary could improve English proficiency in this population. A quasi-experimental design was used, with 60 Polish dyslexic students aged 12–18 divided into two groups: an experimental group that received explicit instruction and a control group that followed the standard ESL curriculum. The explicit instruction focused on the systematic teaching of phonological patterns, decoding strategies, spelling rules, and reading fluency. Pre- and posttests were administered to measure reading, writing, and comprehension improvements, while student feedback was collected through surveys and interviews. Results showed that the students in the experimental group made significantly greater progress in reading accuracy, spelling, and comprehension compared to the control group. Moreover, students receiving explicit instruction reported higher confidence and motivation in learning English. These findings suggest that explicit instruction effectively teaches English to dyslexic learners, offering crucial insights for ESL curriculum development and teacher training. The study concludes that explicit, structured teaching methods can significantly enhance the language acquisition process for dyslexic learners, highlighting the need for specialized interventions in ESL education for this group.
European BIPA Learners’ Motivation and Orientation to Learn Bahasa Indonesia
The declaration of bahasa Indonesia as one of the official languages in the general conference UNESCO is a great step to the development of bahasa Indonesia. As a modern language, bahasa Indonesia has developed well in the present time. The number of users has significantly risen to 300 million worldwide. Bahasa Indonesia is currently at the internationalization stage. There are 54 countries that the Indonesian Government has facilitated teaching bahasa Indonesia, some of which are in Europe. Why Europeans want to learn bahasa Indonesia or BIPA (Bahasa Indonesia for Speakers of Other Languages) is interesting. This study oversees the motivation and orientation of European learners towards bahasa Indonesia. This research uses a questionnaire as the instrument by adapting the Attitude and Motivation Test Battery (AMTB). There are 32 respondents from 7 countries: Netherlands, Bulgaria, Germany, Norway, Poland, Switzerland, and Türkiye. The respondents are from different levels of BIPA learners ages 19—64. The theory used in this study is Gardner's theory of integrative orientations and instrumental orientations. As a result, European BIPA learners are highly motivated to learn bahasa Indonesia and the actual orientation is included in integrative orientation, which shows that they want to positively be integrated into the Indonesian and bahasa Indonesia users' community. The study results align with the official languages declaration in UNESCO's General Conference, which is also in accordance with the desire of the Indonesian people to make bahasa Indonesia the world's lingua franca.
Encouraging Motivation: Teaching Strategies for Multilingual Learners
Multilingual learners are an ever-growing segment of the student population. This article recognizes the need for teaching strategies that address this reality. Lesson plans containing motivational elements will help multilingual learners achieve academic success. This study touches on three motivational factors – self efficacy, relevance, and collaboration. It examines ways these factors are incorporated into lesson planning and measures effectiveness through data collection in Action Research. The framework incorporates Stephen Krashen’s theory of lowering the affective filter (1985) and Maslow’s hierarchy of needs (1943) to tap into students’ prior knowledge and promote academic achievement.
Exploring the Interactivity between Physical Education and Language Development in Early Childhood
Early childhood education is crucial for language development, academic success, and social interaction. Physical Education (PE) activities are essential for holistic development, encompassing bodily, cognitive, and social domains. The study aims to understand the connection between PE activities and language development using Pragmatist philosophical assumptions and a mixed-method approach. It uses observations and quantitative data analysis to examine the bidirectional relationship between PE activities and language development.20 Grade One learners between the ages of (6-7) from one school. The study's main objective was to investigate the interactivity between Physical Education Activities and language development by integrating language activities directly into Physical Education sessions and engaging children in language-based activities within PE lessons. The Theoretical framework for this study draws upon the principles of embodied cognition and socio-constructivist learning theories. The study seeks to highlight the curriculum gap between PE and Language development; for example, in South Africa, since PE lessons are just meant for physical development, PE curricula typically need more specific objectives related to language development. Projected findings underscore the interconnectedness of physical and language development in early childhood.
Shona Teachers’ Experiences on the Use of Shangani as the Medium of Instruction in Selected Chiredzi District Primary Schools in Zimbabwe
Mother Tongue Education (MTE) has been identified as the surest way of making learners access education. Language policies that support MTE have been enacted in many African countries but research has shown that MTE policy implementation is still problematic in most of these countries. The current study focused on the experiences of teachers in implementing the use of Shangani as the medium of instruction in three selected Chiredzi District schools in Zimbabwe. The case study research design was used and data were gathered through interview, observation and focus group discussions. Fifteen teachers participated in the study. Findings from the study indicated that Shona speaking teachers were the majority in the schools and they lack proficiency in the Shangani Language to an extent that their learners have become their teachers of the language. The teachers lack confidence in using the Shangani Language as the medium of instruction due to their limited knowledge of the language. In addition, teachers feel humiliated when their learners laugh at them after making mistakes. All these experiences negatively affect the implementation of Shangani as the medium of instruction in the selected schools. The research recommends that the Ministry of Primary and Secondary Education considers deploying Shangani speaking teachers to predominantly Shangani schools to facilitate the use of the language in education. At school level, school heads should make Shangani speaking teachers teach elementary level classes to facilitate mastery of educational knowledge by these young learners through their L1.
Integrating Students with Disabilities in General Education Classrooms in El Salvador
El Salvador's journey towards a brighter future necessitates exceptional education for all, particularly the 119,944 children living with disabilities. Despite governmental and private initiatives, systemic shortcomings persist, leaving many marginalized and educators needing more resources. The urgent call to action is clear: bolster teacher training, integrate special education basics into pre-service programs, and overhaul curricula for inclusive learning environments. Effective teacher training in El Salvador involves a comprehensive approach, drawing from successful models globally. Strategies include revising teaching standards, incorporating inclusive education into pre-service programs, and providing ongoing professional development. Successful experiences in countries like Argentina and good practices in the top 3 American universities specializing in special education offer structured programs and inquiry-based approaches. As demonstrated by the San Francisco Unified School District, fostering professional learning communities enhances teacher knowledge and student achievement. Successful professional development programs must be inclusive, comprehensive, adaptable, and evidence-based to meet the diverse needs of students.A partnership-driven approach, exemplified by collaboration between Gerardo Barrios University, an NGO in San Miguel, and the Ministry of Education, is crucial. This collaboration promises immediate advancements and enduring impacts by capitalizing on each partner's strengths. Transparent and accountable budgeting ensures fiscal governance, empowering stakeholders with insights into project execution's complexities.
Word Order Parameter through Colored Cutouts toEnhance and Facilitate L2 and L3 Syntactic Intuitions in Basque: A Longitudinal Study
Applications of Linguistic Typology contributed to the development of a structural framework of morphosyntactic and semantic properties languages possess. Research shows the use of learners’ L1 enables and channels the acquisition of L2/L3 (De Angelis, 2007; Cenoz and Gorter, 2011; Fernández, Ipiña and Sagasta 2018), and as Word Order is the parameter acquired at earliest stages, it serves as a canvas for learners to build the linguistic knowledge of any target language upon. This study tests the linguistic intuitions of participants in Basque with transitive constructions, as these involve full use of word order and morphological patterns necessary to test how participants elaborate their intuitions. Participants are newly-arrived migrants with no previous experience with Basque. The data obtained shows that the layout and distribution of word order(s) and all functional and lexical categories as colored cutouts representing syntactic aspects of L1 and L2/L3 enables learners’ active manipulation of these different elements crosslinguistically, allowing them to build up their own syntactic knowledge comparatively with greater efficiency than in traditional settings. Additionally, as colored cutouts act as visual enhancers of morphosyntactic patterns, hence making patterns easier to internalize, higher motivation levels are promoted as frustration is reduced (Carretero Guzmán, 2018). Finally, perceived similarity between Basque as L2 or L3 and the participants’ L1 plays a key role, for which colored patterns have the role of facilitating the participants’ predictions with English as a filter, increasing metalinguistic awareness and competence. This longitudinal study also provides new grounds for language teaching and learning.
Cooperative And Project-Based Learning Strategies and Students’ Academic Performance in Composition Writing in Rivers State
This paper investigated the Cooperative and Project-based Learning Strategies and Students’ Academic Performance in Composition Writing in Rivers State. The study was conducted in Obio/Akpor local government area of Rivers State. The study adopted the quasi-experimental pretest and post-test control group research design. The population for the study was 14,227. A sample size of 210 students was chosen for this study, using the stratified sampling technique. This consisted of two experimental groups and one control group. The instrument used for data collection was English composition writing performance test (ECWPT). The Instrument’s reliability was tested using kuder-Richardson-20 formula with a reliability co-efficient of 0.89. Six research questions and six hypotheses showed the effectiveness of the co-operative method in teaching & learning composition writing, followed by the project-based learning strategy. There is statistical significant mean difference between the experimental groups and the control group. The mean and standard deviation answered the research questions while the analysis of co-variance (ANCOVA) was used to test for hypotheses. From the findings of the study, the co-operative strategy was found effective for improvement of English composition but the Joint use of Cooperative and Project-based strategies was more effective in practicing composition writing. Therefore, it is recommended that both strategies be used in the teaching and learning of composition writing with special attention given to the co-operative strategy. This should be taken seriously in order to bring back the glory of English language and education in Nigeria, especially the writing skill that is currently being neglected.
English Language and Career Development in African Higher Education: An Overview
The internationalization of higher education in most countries is linked to the “global interests” that supplement the supremacy of the English language above academic research functions including conventional research and publications. This paper aims to (1) describe the rationale behind the adoption of the English language in higher education, and (2) to understand the relationship between the English language and career development at African universities. This overview article analyzed relevant resources sourced from databases such as Scopus, Google Scholar, and Web of Science from January to July 2022 using the PQRS framework as an analytical tool. The analysis of the academic resources identified five main reasons for the adoption of the English language adoption in African universities: ideology, institutional integration, the knowledge society; globalization, and financial dependence. However, there are diverse views about the effect of the English language and career development in universities in Portuguese-speaking countries such as Mozambique. The paper concludes with challenges of English adoption and improvement of language policy schemes for research and publication in a Portuguese-speaking university.
Copyright (c) 2023 Proceeding of the World Conference on Language Learning
The Impact of the Round Table Technique in Paragraph Writing: A Study Based on Grade 11 Learners of English as a Second Language
This study aimed to investigate the impact of the round table technique in paragraph writing and examine learners' perceptions of applying the round table technique in paragraph writing. An experimental research design addressed via a mixed-method approach was implemented, which involved 40 grade 11 ESL learners of Sri Saranankara Sangaraja Maha Vidyalaya in the Kurunegala district in Sri Lanka. Quantitative data were collected using the pre-test and posttest and were analyzed by using SPSS Statistics. Qualitative data were collected through semistructured interviews and analyzed through thematic analysis. The study's findings revealed the mean difference between the post-test scores of the experimental and control groups was 3.75, and the significant level was 0.000. Furthermore, results obtained in the independent sample ttest showed that the significant value generated Sig. (P value) = 0.000 < 0.05 while accepting the H1. It means there is an impact of the round table technique on paragraph writing. Moreover, findings indicated that the students in the experimental group positively perceived the round table technique as improving their writing skills in paragraph writing incorporating writing stages while creating a learner-centered classroom as a cooperative technique. This study serves ESL practitioners by adopting an effective writing technique in teaching paragraph writing.
Enhancing English Teacher’s Skills Through a Virtual In-service Course
After the passing of a law mandating the teaching of English starting in elementary school, Paraguay has had the challenge of procuring enough teachers to fill this demand. Consequently, the Ministry of Education (MEC) has partnered with the National University of Asunción to provide language teachers with a training program aimed at improving their language proficiency and their knowledge of language teaching methods. This case study describes the implementation of this program, focusing on the challenges and possibilities brought about by it. The program included 700 language teachers from the public education system selected based on their language education background. A total of 34 tutors were selected based on their academic background and experience in the field. They were charged with guiding and supporting participants as well as collaboratively preparing the materials for the course. The course was conducted in a virtual environment including the use of a learning management system coupled with synchronous classes via videoconference. The course consisted of eight month-long modules for the language and methods components with several scheduling options. Before starting, participants' language proficiency ranged from A1 to C1 in the CEFR). By the program’s conclusion, participants had not only notably enhanced their English language skills but had also gained valuable insights into fundamental linguistic concepts, pragmatics, sociolinguistics, and other essential aspects relevant to the teaching of English to non-native speakers. This collaboration has significantly contributed to the English language education in Paraguay, fostering a more competent and informed teaching community.
Teachers’ Attitudes About Nonstandard English Speakers
African American (Black) students comprise the highest percentage of students in Special Education, and countless numbers are placed by employing diagnostics that are unsuitable for their unique linguistic circumstance (Baugh, 2015). The result of identifying a child as “special needs” or “disabled” can have long-term repercussions especially for children from diverse backgrounds (Oswald, Coutinho, Best, & Singh, 1999). This unfair examination and misplacement of Black children often results in life-long issues that include high dropout rates, high unemployment rates, incarceration, health issues and a lower life expectancy (Frazier, 2009; Garibaldi, 1992). While African American Vernacular is a form of Nonstandard English, many other Americans speak some form of Nonstandard English. Similar to the issues that Black students face, Hispanic students are facing similar challenges. This form of discrimination has been defined as linguistic profiling (Baugh, 2003). The purpose of this mixed method study was to examine teachers’ attitudes and perception about Nonstandard English speakers 20 years after the Ebonics Resolution. Data was collected via the African American English Teachers Attitude Scale and interviews. A bivariate analysis via Spearman’s Rank found negative associations between race, age, years of teaching experience, subject taught and attitude scores, and positive associations between degrees held, gender, and attitude scores. As the minority population grows and the achievement gap persists for Nonstandard English speakers understanding teachers’ attitudes is essential to developing concrete policies and strategies for teaching linguistically diverse children.
Examining Teachers and Students' Perceptions of Critical Literacy in EFL Reading Classes: A Study in Saudi Arabia Higher Education
This study is based on Critical literacy (CL), an approach to teaching and learning that aims to develop students' abilities to read, write, and think critically about texts, the world, and reality. English as a Foreign Language (EFL) teachers should instruct critical awareness to empower students with the needed skills for this rich information age. The aim of this study is to investigate the perceptions, attitudes, and experiences of EFL instructors in Saudi Arabia's higher education sector regarding critical literacy, both before and after a targeted training intervention. Additionally, the research assesses students' experiences and attitudes towards incorporating CL in their EFL reading classes. Employing an experimental design with a follow-up case study, the research aims to understand the potential benefits and challenges of CL within the context of Saudi higher education. The experimental segment examines the influence of the training intervention on EFL instructors' perceptions of CL using pre and post-questionnaires. The subsequent case study explores the real-world application and implications of critical literacy, capturing both instructors' and students’ attitudes towards the implementation of critical literacy. This segment incorporates classroom observations, teacher interviews, and student focus groups. By adopting a dual approach, this study offers a comprehensive exploration of CL in Saudi EFL higher education and provides actionable insights for its future implementation.
Exploring Teachers' Perceptions on the Potential of Content and Language Integrated Learning (CLIL)-Based Approaches for Students' Development of Intercultural Communicative Competence in Chinese Higher Education
To embrace the opportunities and challenges of a globalised, interdependent, and multicultural world, individuals are required to have Intercultural Communicative Competence (ICC), which is the ability to effectively act between languages and cultures so as to develop a repertoire of communicative resources and strategies for meaning making. Accordingly, Content and Language Integrated Learning (CLIL), a dual-focused educational approach that places equal emphasis on both content and language to promote deeper learning through disciplinary literacies, developed exponentially and established itself as a mainstream mode of instruction within the broad framework of bilingual education. The last decade has witnessed the rise and boom of CLIL-based courses in Chinese higher education, but there remains a paucity of empirical studies on the development of ICC through the appropriate use of CLIL-based approaches, notably from teachers’ perceptions. Thus, this study aims to close the gap through an exploratory single case study approach. As for conducting the study, two data sources are employed: a) document analysis to analyse available documentation related to prevailing discourses about CLIL and ICC, and b) semi-structured interviews with twelve teacher participants recruited in the case study university through purposive sampling. Thematic analysis is used to analyse the data, and the researcher will synthesize findings and summarize the factors of CLIL that are influencing students’ ICC development in China. This will be followed by looking at how these factors inform an adaptation of a Chinese based model for CLIL, which will then be available for further robust investigation on a larger scale.
Content and Language Integrated Learning
Analysis of the Pragmatic Content in EFL Textbooks Used in Saudi Arabia
Pragmatic competence is an essential component of communicative competence (Bachman & Palmer, 2010) and plays a significant role in language teaching, especially in the EFL context. However, studies on interlanguage pragmatics have revealed differences between learners’ pragmatic knowledge and that of native speakers (Al-Kahtani, 2005; Alshammari, 2015). One contributing factor to this discrepancy is insufficient classroom instruction, attributed to inadequate teaching materials (see Dendenne, 2018; Murray & Ton-Nu, 2020; Vellena, 2004). With this in mind, the present study investigates the pragmatic content in six EFL textbooks used in Saudi secondary schools. It examines the type, frequency, and distribution of explicitly presented speech acts, alongside metapragmatic information covering politeness, appropriacy, usage, illocutionary force, register, and culture. Both quantitative and qualitative content analyses were conducted using two checklists: one based on Searle's taxonomy of speech acts (1977-1999) and another focusing on metapragmatic information, incorporating data categorization frameworks discussed by Vellenga (2004). Initial findings indicate a lack of a discernible pattern in the distribution of speech acts across textbooks and limited metapragmatic discussions in the textbooks. Based on these findings, pedagogical implications are proposed to enhance learners’ communicative competence through the development of EFL materials and classroom instruction.
Enhancing Lexical Acquisition and Linguistic Competence via Technological Means
Utilization of technological apparatus provides a rich and expansive context conducive to deliberate and incidental vocabulary acquisition. Online Mobile Dictionaries (OMDs), as exemplified, serve as facilitators in comprehending and generating vocabulary, concurrently augmenting awareness pertaining to its etymological origins and contextual utilization. The primary objective of this investigation revolves around discerning the impact wielded by OMDs in the facilitation of vocabulary acquisition. In pursuit of this objective, experimental and control cohorts were assembled, and pre/post-assessments were administered. Furthermore, a comprehensive survey was conducted to delve into students’ perceptions concerning the integration of OMDs within the realm of language instruction. The findings derived from this research substantiate the proposition of incorporating OMDs into language pedagogy. These technological tools augment learners’ comprehension of lexical derivations and inflections, and in tandem, they contribute to the amelioration of pronunciation proficiency. To consolidate the acquisition of vocabulary, it is also recommended to employ semantic mapping in conjunction with OMDs, thereby fostering autonomous learning experiences through the utilization of “Blended-Learning” platforms.
Blended Learning as an Alternative Method at The Age of COVID 19 In Egyptian Higher Education (A Case Study)
The present study aimed to investigate the appropriateness of blended learning as an alternative at the age of COVID 19 in higher education from teaching staff and students’ perspectives. For this purpose, 50 male and female members of teaching staff and 200 EFL students were randomly selected from faculty of Education, faculty of Arts, and faculty of Alsun in Beni Suef University, Egypt. They were chosen based on the availability sampling method. The evaluation of the blended learning was conducted quantitatively through a 5-point Likert scale questionnaire which was developed by the researcher. The blended learning evaluation scheme contained 60 items which relied upon six main dimensions namely a) design, planning, and teaching strategies, b) using technology, c) content of online environment, d) content of face-to-face sessions, e) assessment procedures, and f) learners’ satisfaction. The results indicated that there was an incongruity between teaching staff and students’ perspectives about all six dimensions. It is believed that the results of the study could provide intriguing hints for the curriculum designers and materials developers to think of enhancing, adding supportive information, and holding continuous training sessions for blended learning which present logical solutions to avoid limitations of the current blended learning courses and to change students’ negative perception about blended learning.
Internationalisation at Home Under Threat: Foreign Language Skills Needed
Internationalisation at home strategies claim that “home students”, those who are not travelling abroad for their studies, can have an international experience the same way the “international students” coming onto the internationalised university campus have. These non-mobile students, it is argued, can become interculturally competent global citizens through heterophilous interaction with their international classmates and via an internationalised curriculum. However, plenty of research now shows that heterophilous interaction does not always occur and neither does internationalisation of the curriculum, leaving “home students” at risk of missing out on the international student experience they were promised. A lack of foreign language skills is potentially part of the problem. This presentation reports on a year-long qualitative study in one UK university following 14 core participants, and involving over 60 hours of classroom observations, and 120 interviews with students, university staff and faculty. Findings show that a lack of foreign language skills is hampering internationalisation at home efforts in multiple ways and limiting home students’ opportunities for volunteer work, work, travel, intercultural learning and a global outlook. This presentation will argue that for internationalisation at home to be successful, foreign language learning is essential