Increasing second language production with gestures

Gesture-based methods of teaching second languages have increasingly attracted interest. Previous research has linked gesture with language learning; however, little is known about the impact on learners’ language production, and even less is known about the impact of the unique Intentional Teaching Gestures (ITG) used in many second language programs. This empirical case study investigated the impact of learning with ITG on the oral language production of 170 primary school students learning Japanese as a second language in Australia, using a quasi-experimental approach with Story Re-tell methodology. Findings identify that viewing ITG increased learners’ language retrieval and quantity of oral language produced and highlight the pedagogical value of viewing ITG as a scaffolding tool.

Exemption and Exclusion from French Second Language Programs in Canada: Consideration of Novice Teachers’ Rationales

This case study is focused on a small group of novice teachers of French as a second language (FSL) in the Canadian K–12 context. More specifically, it presents the perceptions and ideas that inform new teachers’ views toward the suitability of French as a second language and toward exemption and/or exclusion for two populations: students who are English language learners (ELLs) and students with learning difficulties and other special needs. The data from the current study are drawn from semi-structured interviews implemented over the first four years of a larger five-year study. The findings reveal that there was general openness to the idea of including students who are ELLs and who have learning difficulties in FSL programs. However, in some instances the participants viewed exemption as a reasonable path for the student population when, in isolated ways, the program was considered as unsuitable for their needs.

La narrativa reflexiva como forma de evaluación programática (Reflective Narratives as a Type of Program Evaluation)

Mostrar la eficacia de un programa de enseñanza de lenguas ante las partes interesadas y a la vez señalar áreas o aspectos por mejorar son los objetivos de la evaluación de programas. En este artículo se describe el proceso de evaluación de tres programas de español como segunda lengua en situación de inmersión, en el que se difuminan los límites entre el aprendizaje dentro y fuera del aula. La investigación narrativa se presenta como opción metodológica que permite comprender la experiencia de los participantes, de forma completa y matizada. Abstract To show the efficiency of a given language program to interested stakeholders and to point to areas or aspects that require improvement are the two main objectives of any program evaluation. In this article, we describe the evaluation process of three Spanish as a second language programs in a study abroad context, where boundaries between learning inside and outside the classroom necessarily blur. Narrative inquiry is our methodological option because it allows us to understand the students experience in a holistic and nuanced manner.