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  • 1.
    Aronsson, Berit
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?2023Ingår i: Language Teaching Research, ISSN 1362-1688, E-ISSN 1477-0954Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study investigates language learners’ perceptions of what types of language learning activities they carry out in the Spanish second language (L2) classroom and what activities are the most common ones. A further aim is to investigate how the activities align with a model based on task-based language teaching. The group studied are Swedish learners of Spanish as L2 in a Swedish setting, where out of class exposure to first language (L1) Spanish is generally limited. The activities carried out in class are therefore expected to have a high impact on learners’ L2 acquisition in Spanish. The participants were tested after finishing secondary school. The reported learning activities, which in the long run should lead to goal attainment according to the national curriculum, were ranked and classified. The activity types were then graded along the scale explicit/analytic – implicit/experiential, according to a model based on task-based language teaching, an approach that is closely related to the action-oriented view of language, central to the Common European Framework of Reference for Languages and the Swedish syllabus. Ninety-nine learners were included in the study, which is based on quantitative data consisting in self-report questionnaires in which participants estimate what activities they have typically been involved in. Results show a dominance of activity types based on a structural view of language with focus-on-form rather than on meaningful communication, and a dominance of writing-based activities. The study also has direct implications for the classroom, where it points to the importance of including more communicative oral activities without the support from writing in the teaching.

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  • 2.
    Vu, Mai Trang
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Pham, Thi Thanh Thuy
    Vietnam National University, ULIS, Vietnam.
    Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom2022Ingår i: Language Teaching Research, ISSN 1362-1688, E-ISSN 1477-0954Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Gender contents, textual or visual, in instructional materials can be considered as a hidden curriculum, and may either hinder or advance equality. How teachers interpret and respond to this hidden curriculum in their classroom discourse, however, can play a crucial role in creating positive change. This research seeks to understand how teachers work with gender-sensitive contents in a newly-published English textbooks series for lower secondary education in Vietnam. To what extent are teachers aware of genderedness in textbooks, and how do they respond to it? Approaching gender as a social construct, using multi-dimensional methods, the study critically explores teachers’ experiences with the textbooks – their classroom practices and underlying perceptions – through 18 classroom observations and 12 follow-up interviews with 12 teachers in four lower secondary schools. Results indicate that neither the hidden curriculum of gender was recognized nor a critical mediation of it was practised. Gender content, whether ‘traditional’ or ‘progressive’, was largely absent from classroom discourse, as teachers prioritized transferring linguistic knowledge. Little space was allocated for promoting students’ critical thinking and self-reflections, including those about gender-related content. Teachers did not often pay full attention to different nuances and dimensions of gender issues, while sometimes their teaching design and interaction were found to be affected by their own bias – consciously and unconsciously. The study reveals that although teachers were later willing to reconstruct their perceptions and future practices, and were able to concretize their pedagogical intentions, enacting teacher agency in relation to critical pedagogy and gender equality in the contemporary English as a foreign language (EFL) classroom in Vietnam might remain a challenge. Based on the study’s findings, pedagogical implications that may enable teachers to be potential agents of change were suggested.

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