Elia - 2021 - Nº 21
URI permanente para esta colecciónhttps://hdl.handle.net/11441/149998
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Artículo Presentación: ELIA: Estudios de Lingüística Inglesa Aplicada(Universidad de Sevilla, 2021) Sánchez Torres, JorgeArtículo An exploration of EFL teaching practices in light of teachers' language proficiency(Universidad de Sevilla, 2021) Abad, Mónica; Argudo, Juanita; Fajardo-Dack, Tammy; Cabrera, PatricioThe influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.Artículo Heritage language speakers in university education in Japan: Perspectives for an inclusive society(Universidad de Sevilla, 2021) Farina Becski, VeriThe educational system in Japan has traditionally been focused on the “one nation, one language” ideology. This has led to the marginalization of indigenous and immigrant languages. As a consequence, heritage speakers are dealing with the loss of their heritage languages. However, there are isolated movements addressing the maintenance of the heritage languages, though they haven’t had a long-lasting effect on the educational system. In an attempt to contribute to reversing this language and identity loss, we based our research on two main points: 1) the belief that creating an informed partnership will help heritage language speakers (HLS) to integrate in the mainstream education space (Cummins, 2014) and 2) confidence in the importance of interconnecting the isolated movements for language maintenance. Would it be possible to achieve it in the Japanese educational context? Can we start scaffolding this new structure of informed partnership from the university level? In order to try to prove this point of view successfully, this article describes the creation at the university level of a class about Heritage languages and speakers in Japan, inspired by the Content and Language Integrated Learning model (CLIL). This class was meant to support and interact with another class called “Spanish for heritage students” that was developed at the same university. The student population is 14, almost half of them with a heritage language or culture. The course duration was one semester. The contents that were selected to reach the class goals are mentioned, as well as some points of view regarding what should be done to shift the Japanese educational system from a homogeneous stance to a multicultural inclusive posture. And in such a short time we could evidence an evolution in students’ critical awareness of the current immigrants’ heritage language and cultural situation in Japan. Working with specific vocabulary, reading from authentic sources, discussing contemporary articles among them, they could give shape to their thoughts in Spanish in order to express their opinions and possible solutions to this important matter.Artículo Speech acts in travel blogs: users' corpus-driven pragmatic intentions and discursive realizations(Universidad de Sevilla, 2021) Pascual, DanielTravel blogs epitomise an informal, digital environment where international users engage in dialogical interactions about their travelling experiences. While doing so, they deploy a range of pragmatic intentions to exchange information and build discussion. Speech acts (Searle, 1975) encapsulate those intentions, and are generally assumed to differ in their illocutionary force depending on users’ communicative needs, and on whether hosted in posts or in comments. This paper explores the frequency and saliency of speech acts in travel blogs, by undertaking a contrastive study as regards generic features in an exploratory corpus of 18 Englishmediated travel blog posts and 367 travel blog comments. The three circles of English (Bolton & Kachru, 2006) are used to balance bloggers’ sociolinguistic background and represent native and nonnative speakers. A corpus-driven typology of speech acts for the travel blog is designed, since aprioristic, traditional classifications may not match users’ intentions in asynchronous, globalised, computer-mediated settings. Connections of particular speech acts with each of the generic instances, whether posts or comments, are revealed, and prototypical discursive realisations of those speech acts are qualitatively provided. The study unveils bloggers’ communicative practices and yields pragmatic and discursive resources users can handle to encode their pragmatic intentions in travel blog posts and comments.Artículo Inmigrant learners' cultural identities in the vocabulry input of EFL textbooks through prototypical associations(2021) Cifone Ponte, María Daniela; Mora Guarín, JaquelineIn recent decades, scholars’ attention has been focused on how the target and source cultures can be integrated to EFL materials. Despite significant progress in this respect, the source culture is still considered as the predominant culture in a classroom, even in countries where immigration is reaching unprecedented numbers (Suárez Orozco, 2001; McKay, 2003). This poses some challenges for selecting the vocabulary input for EFL materials and promoting cultural diversity in the classroom. For this reason, since semantic prototypes are anchored in the categorisation of mental lexicon (Taylor, 1989; Aitchison, 2003), they may shed light on what cultural words are being and should be integrated to EFL textbooks to foster the integration and balance of predominant and non-predominant cultures. This study aims to examine whether immigrant learners’ cultures are evidenced in the vocabulary input of two EFL textbooks used in La Rioja, Spain; and to analyse if these cultural identities are represented through prototypical associations by means of two semantic categories: free-time activities and festivities. The results suggest that (i) the target culture is pervasive while immigrant students’ cultures are scarcely included in EFL materials; (ii) there are similarities and differences regarding the cultural aspects drawn through prototypical associations in the two EFL textbooks selected; and (iii) the cultural identity aspects are scarce because most of the vocabulary input of EFL textbooks is focused on the use of words from the target language. The present study has implications for textbooks publishers and multilingual learners as it provides insights into the unbalanced cultural picture that EFL textbooks draw through word associations.Artículo Key concepts in applied linguistics: Translanguaging(Universidad de Sevilla, 2021) Wei, Li