Adolescent Immigrant Students’ Learning of Second Languages

Author: Carlos Castaño Garrido
Institution: University of the Basque Country
Author: Urtza Garay Ruiz
Institution: University of the Basque Country
Year of publication: 2013
Source: Show
Pages: 215-224
DOI Address: https://doi.org/10.15804/tner.13.33.3.18
PDF: tner/201303/tner3318.pdf

The objective of this study is to analyse the results of an educational intervention with adolescent immigrant students, focusing on the degree of influence that the affective factor, attitude, school adaptation and the use of Web 2.0 tools, specifically video blogs, have on oral practice within the process of teaching-learning a second language. Both quantitative and qualitative techniques were used for data collection, management and analysis. Out of all the results obtained, the most relevant is that carrying out a language teaching-learning process based on the aforementioned variables promotes a more positive attitude in adolescent immigrant students towards oral language practice and a greater involvement at school and in their teaching-learning process. By way of conclusion, respecting these affectivity-related variables gets these types of students, who are new to the education system, on the right track to a more satisfactory oral practice.

REFERENCES:

  • Arnold, J. (2000). La dimensión afectiva en el aprendizaje de idiomas. Madrid: Cambridge University.
  • Arnold, J. (2007). Self-concept as part of the affective domain in language learning. En Rubio, F. (Ed.) Self-esteem and foreign language learning. Newcastle: Cambridge Scholars Publishing, 13–27.
  • Bustamante, C., Hurlbut, S. & Moeller, A. (2012). Web 2.0 and language learners: moving from consumers to creators. En Sildus, T. (Ed.), Touch the world. http:// www.csctfl.org/documents/2012Report.pdf#page=89 (5–2-2013).
  • Cabañas Martínez, M.J. (2007). El factor afectivo y la enseñanza de español a inmigrantes en contextos escolares. Interlingüística, 17, 220–229. http://dialnet. unirioja.es/xervlet/articulo?codigo=2316945 (5–12–2012).
  • Cabañas Martínez, M.J. (2009). La afectividad en la enseñanza de español a inmigrantes en contextos escolares. León: Universidad de León.
  • Coscollola, M.D. & Agustó, M.F. (2010). Innovación educativa: experimentar con las TIC y reflexionar sobre su uso. Pixel-Bit. Revista de Medios y Educación, 36, 171–180.
  • Chartrand, R. (2012). Social networking for language learners: creating meaningful output whit Web 2.0 tools, Knowledge Management and E-Learning: An International Journal. 1 (4), 97–101. http://www.kmel-journal.org/ojs/index.php/ online-publication/article/viewFile/170/124 (7–2-2013).
  • Garay, U. (2011). Ahozkotasunaren ikaskuntza-irakaskuntza DBHko ikasle etorkinetan. Deskripzioa, esperimentazioa eta emaitzen azterketa. Tesis doctoral no publicada. Bilbao: UPV-EHU.
  • García Mateos, C. (2008). Culturas, lenguas, estrategias y procedimientos del aprendizaje de la L2 por alumnos inmigrantes adultos. Ballano Olano, I. (coord.) I. Jornadas sobre lengua, currículo y alumnado inmigrante. Actas de jornadas. Bilbao: Universidad de Deusto, 43–45.
  • Gholam-Ali Kalanzadeh, Farshad Mahnegar, Esmaeil Hassannejad & Morteza Bakhtiarvand (2013): The influence of EFL student’s self-esteem on their speaking skills. The International Journal of Language Learning and Applied Linguistics World (IJLLALW), 2 (2), February 2013, 77–84.
  • Goleman, D. (1995). Emotional Inteligence. Nueva York: Batman Books.
  • Heyde, A.W. (1979). The relationship between self-esteem and the oral production of a second language. (Tesis Doctoral). Michigan: University of Michigan.
  • Instituto Cervantes (2006). Plan Curricular del Instituto Cervantes. Alcalá de Henares: Publicaciones del Instituto Cervantes.
  • Larrea, A.M., Raigón, A.R. & Gómez, M.E. (2012). ICT for intercultural competence development, Píxel-Bit. Revista de Medios y Educación, 40, 115–124.
  • Lomas, C. (1999). Cómo enseñar a hacer las ocsas con las palabras. 1, Barcelona: Paidós.
  • Mercer, S. (2012). The Complexity of Learner Agency. Apples – Journal of Applied Language Studies, 6 (2), 41–59. Recuperado de http://apples.jyu.fi / (21–02–2012).
  • Níkleva, D. G. (2009). La convivencia intercultural y su aplicación a la enseñanza de lenguas extranjeras. Ogigia: Revista electrónica de estudios hispánicos, 5, 29–40.
  • Sorden, S. (2012). The cognitive theory of multimedia learning. Handbook of educational theories. Charlotte, NC: Information Age Publishing. http://sorden. com/portfolio/sorden_draft _multimedia2012.pdf (205–02–2013).
  • Stevick, E.W. (1998). Working with Teaching Methods: What´s at Stake? Boston: Heinle & Heinle.
  • Vila, I. (1999). Inmigración, educación y lengua propia. Aula Intercultural, vol. 145. de http://www.aulaintercultural.org/IMG/pdf/lenguapropia.pdf (4–12–2012).
  • Zahir, M. um in (2013). A Review of “Towards an understanding of language learner self-concept“. Language and Education, 27, (1), 86–89.
  • Zhang, G. & Zhao, Y. (2011). Technology uses in creating second language (L2) learning environments: When learners are creators. En Koehler, M. y Mishra, P. (Eds), Proceedings of Society for Information Technology and Teacher Education International Conference 2011. Chesapeake: VA: AACE, 2940–2945.

affectivity school adaptation blog attitude

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart