Speaking English as a second language—learners’ problems and coping strategies. AlirezaJamshidnejad, PalgraveMacmillan. 2020. 345 pages. ISBN 978‐3‐030‐55056‐1
Speaking English as a second language—learners’ problems and coping strategies. AlirezaJamshidnejad, PalgraveMacmillan. 2020. 345 pages. ISBN 978‐3‐030‐55056‐1
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将英语作为第二语言——学习者的问题和应对策略。AlirezaJamshidnejad，PalgraveMacmillan。345 页 ISBN 978‐3‐030‐55056‐1。
DOI：
10.1111/ijal.12395
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发表时间：
2021
影响因子：
1.6
通讯作者：
Kailun Lu
中科院分区：
文献类型：
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作者：
Kailun Lu
人们普遍认为，学习额外语言的幼儿更有可能在多元文化和多语言的世界中取得成功。目前，在学前教育中教授外语在许多欧洲国家是一种普遍的现代趋势。学前双语教育：儿童、教师和家长之间互动的中介（多语教育）（调查学前环境中的早期双语发展和教育，并为欧洲非常年轻的学习者探索有效的语言教学策略）。作者米拉·施瓦茨汇集了学者讨论有关当代学龄前儿童双语教育和有效的双语教学实践的重大问题。幼儿双语教育探索幼儿双语教育中三个重要角色：教师、儿童和家长之间的互动。从以下四个方面考察他们的互动：(1)儿童、教师和家长在互动中的代理；（二）儿童代理；(3)教师和儿童的互动机构；(4)家长、儿童和教师的互动机构。这本书汇集了几个研究课题，如教育语言学，教育人种学，语言教育政策，儿童发展和育儿。十一章在本卷涵盖理论，有利于语言的策略和背景，并建议教学双语在学前设置。在书的介绍，米拉施瓦茨奠定了概念上的介绍，这一卷。第一部分“教师在课堂中驾驭双语空间的挑战和实际决策”包含三个章节。在题为“双语学前班的语言分离：做还是不做？”， Danijela Prošić-Santovac和Danijela radoviki探讨了塞尔维亚/英语双语幼儿园幼儿语言习得问题。本章考察了教师和儿童对配对双语模式的态度：“一人一语”（OPOL）方法；教师和儿童对几种语言教学策略使用的看法及其跨语言关系以及教师和家长的策略如何影响儿童第二语言习得的动机和态度。结果表明，虽然教师强烈支持OPOL方法，但孩子和家长都赞成将母语纳入第二语言教学过程。许多儿童喜欢跨语言和翻译教学策略，而教师反对这些策略。教师使用的策略以非语言策略为主，元语言策略使用最少。教师采用的最主要的动机策略是言语教学策略。研究发现，父母通过个人态度，包括教育态度和社会态度，有意识地、积极地激励孩子的语言学习。结果表明，双语模式与教师和家长的影响相结合，促进了儿童对语言学习的被动认识、动机和态度。为了了解马耳他的幼儿教师是如何支持使用马耳他语和英语的，Charles L. Mifsud和Lara Ann Vella比较并讨论了两位幼儿教师对早期双语教育和语言中介策略的看法，以促进幼儿在师生互动中的语言发展。“要不要混合语言？”马耳他的学前双语教育“将孩子的英语成绩差归咎于父母缺乏英语技能。…
It is widely acknowledged that young children who learn additional languages are more likely to have success in a multi-cultural and multi-linguistic world. Currently, teaching a foreign language in preschool settings is a widespread modern trend in many European countries. Preschool bilingual education: Agency in interactions between children, teachers, and parents (Multilingual Education)(investigates early bilingual development and education in preschool contexts and explores effective language teaching strategies for very young learners in Europe. Author Mila Schwartz brings together scholars to discuss significant issues regarding contemporary bilingual education for preschool children and effective bilingual pedagogical practices.Preschool bilingual education explores interactions among three important actors in preschool bilingual education: teachers, children, and parents. Their interactions are examined from the following four aspects:(1) child’s, teacher’s, and parents’ agencies in interactions;(2) child’s agency;(3) teacher’s and child’s agencies in interaction, and (4) parents’, child’s, and teacher’s agencies in interaction. The book brings together several research topics, such as educational linguistics, educational ethnography, language education policy, childhood development, and parenting. Eleven chapters in this volume cover theories, language-conducive strategies and contexts, and recommendations for teaching bilinguals in preschool settings. In the book’s Introduction, Mila Schwartz lays a conceptual introduction for this volume. Part I “Teachers’ challenges in navigating bilingual spaces in their classrooms and practical decisions” contains three chapters. In the chapter titled “Separating the languages in a bilingual preschool: To do or not to do?”, Danijela Prošić-Santovac and Danijela Radović explore issues concerning young children’s language acquisition in a Serbian/English bilingual kindergarten. The chapter examines teachers’ and children’s attitudes on a paired bilingual model: the “one person–one language”(OPOL) approach; the teachers’ and children’s views on the use of several language teaching strategies and their relationship across languages; and how teachers’ and parents’ strategies influence the children’s motivation and attitudes towards second language acquisition. The results demonstrate that while the teachers strongly support the OPOL approach, the children and the parents favor the incorporation of L1 into the L2 teaching process. Many children prefer trans-languaging and translating teaching strategies while, teachers object to these strategies. The dominate strategies used by teachers are non-linguistic strategies while metalinguistic strategies are used the least. The most dominant motivational strategies adopted by teachers are verbal teaching strategies. Parents were found to consciously and positively motivate their children’s language learning by personal attitudes, both educational and social. The result suggests that the bilingual model combined with the teachers’ and parents’ influence promote children’s passive knowledge, motivation, and attitude towards language learning. To develop an understanding of how preschool teachers support the use of Maltese and English in Malta, Charles L. Mifsud and Lara Ann Vella compare and discuss two preschool teachers’ beliefs about early bilingual education and language mediation strategies to promote children’s language development in teacher-student interactions. The chapter “To mix languages or not? Preschool bilingual education in Malta” attributes children’s poor performance in English to their parents who lack English skills. The …