New Language Learning and Teaching Environments …978-1-137-460… · · 2017-08-28gogies for language learning and teaching in new learning environments. ... (for instance, through

New Language Learning and Teaching Environments

Series Editor

Hayo Reinders Department of Education

Unitec Institute of Technology Auckland New Zealand

Aims of the Series New Language Learning and Teaching Environments is an exciting new book series edited by Hayo Reinders and dedicated to recent develop-ments in learner-centred approaches and the impact of technology on learning and teaching inside and outside the language classroom Th e series aims to Publish cutting-edge research into current developments and innovation in language learning and teaching practice Publish applied accounts of the ways in which these developments impact on current and future language education To encourage dissemination and cross-fertilisation of policies and practice relating to learner-centred peda-gogies for language learning and teaching in new learning environments To disseminate research and best practice in out-of-class and informal language learning Th e series is a multidisciplinary forum for the very latest developments in language education taking a pedagogic approach with a clear focus on the learner and with clear implications for both researchers and language practitioners It is the fi rst such series to pro-vide an outlet for researchers to publish their work and the fi rst stop for teachers interested in this area

More information about this series at httpwwwspringercomseries14736

Pia Sundqvist bull Liss Kerstin Sylveacuten

Extramural English in Teaching and

Learning From Theory and Research to Practice

New Language Learning and Teaching Environments ISBN 978-1-137-46047-9 ISBN 978-1-137-46048-6 (eBook) DOI 101057978-1-137-46048-6

Library of Congress Control Number 2016947435

copy Th e Editor(s) (if applicable) and Th e Author(s) 2016 Th e author(s) hashave asserted their right(s) to be identifi ed as the author(s) of this work in accordance with the Copyright Designs and Patents Act 1988 Th is work is subject to copyright All rights are solely and exclusively licensed by the Publisher whether the whole or part of the material is concerned specifi cally the rights of translation reprinting reuse of illustrations recitation broadcasting reproduction on microfi lms or in any other physical way and transmission or information storage and retrieval electronic adaptation computer software or by similar or dissimilar methodology now known or hereafter developed Th e use of general descriptive names registered names trademarks service marks etc in this publication does not imply even in the absence of a specifi c statement that such names are exempt from the relevant protective laws and regulations and therefore free for general use Th e publisher the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty express or implied with respect to the material contained herein or for any errors or omissions that may have been made

Cover illustration copy RTimages Alamy Stock Photo

Printed on acid-free paper

Th is Palgrave Macmillan imprint is published by Springer Nature Th e registered company is Macmillan Publishers Ltd London

Pia Sundqvist Karlstad University Karlstad Sweden

Liss Kerstin Sylveacuten University of Gothenburg Goumlteborg Sweden

For Martin (Pia) and Peter (Liss Kerstin)

In the foreword to the fi rst book of the lsquoNew Language Learning and Teaching Environmentsrsquo series Digital Games in Language Learning and Teaching (2012 edited by Hayo Reinders) James Paul Gee focuses on how good video games create good learning conditions both in class-rooms and outside of school He talks about how digital games teach in powerful ways and that there really is no word for such teaching but since it has to do with designing he suggests lsquoteaching as designingrsquo (p xiii) Moreover he mentions that the phenomenon is lsquoincreasingly pervasiversquo (p xiii) out of school and we could not agree more However gaming is defi nitely not the only form of language teachingmdashor learn-ingmdashthat takes place beyond the classroom So much more is happening outside the school context not least when it comes to learning English as a second or foreign language As will become clear when reading this book we propose the term extramural English for all the English learners come in contact with or are involved in outside the walls of the class-room Discussing the role of extramural English in both teaching and learning is the focus of this book

We are both English linguists with a genuine interest in English lan-guage teaching and learning Our paths fi rst crossed in 2005 and since then we have worked together in several projects Th e common core has always been extramural English and most of our joint publications target learners at primary and secondary school level While doing research has

Pref ace

viii Preface

been one important part of our daily work another has been to teach future English teachers in courses such as teaching methodology second language acquisition phonology grammar and English subject educa-tion Over the years we have regularly also taken part in various in-service training courses for practicing English teachers We realized early on that it was diffi cult to fi nd suitable literature that brought together theory and practice on the topic of extramural English and our teacher students and practicing teachers kept asking for such literature Th ey were eager to learn more and needed tools to deal with the lsquonewrsquo situation of teaching English to lsquonewrsquo types of learners that is to those who access English on their own in their free time and beyond the teacherrsquos control In the same vein how to deal with students with virtually no contacts with English outside of school has become a pressing issue In short being an English teacher today is demanding not least because of the diversity found among learners as regards their total exposure to English Time passed by and we waited for someone to write the book our students and teachers asked for Th en in June of 2011 when we attended the conference lsquoNew Dynamics of Language Learning Spaces and PlacesmdashIntentions and Opportunitiesrsquo at the University of Jyvaumlskylauml in Finland the two of us went on an unforgettable evening cruise It was late no wind midnight sun warm peaceful and a perfect setting for a creative idea right then and there we decided to co-author ourselves the book that was needed Th e fi rst outline of this book was written the day after Two months later we met with Hayo Reinders at AILA in Beijing and were strongly encour-aged to act on our idea

We believe the content of this book suits English teachers and teacher students across the globe regardless of whether they work or study in places where English is traditionally referred to as a foreign language (EFL) or as a second (ESLL2 English see further Chap 2 ) In addition we believe parts of the book will interest researchers in the fi eld of sec-ond language acquisition more specifi cally those who focus on inciden-tal learning (for instance through exposure to English-mediated media) computer-assisted language learning and game-based learning

Most of the content in this book is brand new but we have recycled and updated previously published texts in some places For example in discussing the history of L2 English teaching methods we draw heavily

Preface ix

on a background chapter in Sylveacutenrsquos (20042010) dissertation Similarly a background chapter in Sundqvistrsquos (2009) dissertation could be partly used for our elaborated defi nition of extramural English and subsequent discussion of previous work on the topic (Chaps 1 and 5 ) Furthermore in Chap 7 we present a learner called Eldin and also make references to footballer Zlatan Ibrahimović as a language learner this specifi c section is a partly rewritten and shorter version of Sundqvist (2015) In addition some of our discussion of the L2 Motivational Self System (in Chap 4 ) and continuous professional development (in Chap 8 ) are based on Sundqvist and Olin-Scheller (2013)

We hope that Extramural English in Teaching and Learning From Th eory and Research to Practice will prove to be a welcome contribution to the fi eld Readers are encouraged to contact us with feedback there is so much more to learn about extramural English

Karlstad and Goumlteborg March 7 2016 Pia and Liss Kerstin

References

Sundqvist P (2009) Extramural English matters Out-of-school English and its impact on Swedish ninth graders rsquo oral profi ciency and vocabulary (Diss) Karlstad University Karlstad

Sundqvist P (2015) About a boy A gamer and L2 English speaker coming into being by use of self-access Studies in Self-Access Learning Journal 6 (4) 352ndash364 Retrieved from httpsisaljournalorgarchivesdec15sundqvist

Sundqvist P amp Olin-Scheller C (2013) Classroom vs extramural English Teachers dealing with demotivation Language and Linguistics Compass 7 (6) 329ndash338 doi 101111lnc312031

Sylveacuten L K (20042010) Teaching in English or English teaching On the eff ects of content and language integrated learning on Swedish learners rsquo incidental vocab-ulary acquisition (Diss) Acta Universitatis Gothoburgensis Gothenburg

Th e lsquoNew Language Learning and Teaching Environmentsrsquo book series is dedicated to recent developments in learner-centered approaches and the impact of technology on learning and teaching inside and outside the language classroom It off ers a multidisciplinary forum for presenting and investigating the latest developments in language education taking a pedagogic approach with a clear focus on the learner and with direct implications for both researchers and language practitioners

Th e focus of the series is thus squarely on innovations of all kinds in our fi eld Although undoubtedly many innovations in language educa-tion practice and research take place outside the classroom most of what is published reports on formal education It is therefore exciting to see Pia Sundqvist and Liss Kerstin Sylveacuten tackle this huge and hugely impor-tant topic so eloquently Th ey start their discussion from practice (how refreshing) and throughout the book draw useful practical lessons for those involved in supporting learners Although at fi rst glance this may seem contradictory the book is particularly useful for classroom teachers as Sundqvist and Sylveacuten make many explicit links between more and less formal domains for learning and show how they are connected and can strengthen each other By helping us to develop a lifewide understanding

Series Edito rrsquos Preface

xii Series Editorrsquos Preface

of our learners and the myriad ways they learn this book will make a sig-nifi cant contribution to the way we conceptualize what language learning and teaching entail and the ways in which learning can be supported

Auckland March 2016 Professor Hayo Reinders

We would like to extend our sincere gratitude to Michael Wherrity for his insightful comments and help in proofreading several chapters for lin-guistic accuracy We would also like to thank all our colleagues at Karlstad University for helpful feedback on earlier drafts of some of the chapters and in particular Erica Sandlund and Peter Wikstroumlm who both did care-ful readings of one part of the book at the very fi nal stage Th anks are also due to Th e Erik Wellander Foundation for a grant received in 2009 it made it possible for us to start researching young learners together Pia would like to thank the Center for Language and Literature in Education Karlstad University for funding her gaming research and sev-eral conference presentations Both of us would like to thank our editor Chloe Fitzsimmons for all her support Finally we would like to thank Hayo Reinders who suggested that we were on to something interest-ing and then wondered whether we would ever consider writing a book Eventually we did

Acknowledgments

Contents

Part I From Practice to Th eory and Research 1

1 Introduction 3Extramural English 5

Defi nition 6Terms and Concepts Related to Extramural English 7

A Model of L2 English Learning Including EE 9Outline of Chapters 14References 16

2 Global and Extramural English Classroom Challenges 19Th e Kachruvian Approach 21

English in the Expanding Circle 24English as a Second or Foreign Language 25Extreme Cases 26

Norms and Language Use in ELT and Assessment 27Th e Decline of the Native Speaker 27Th e Rise of the Successful L2 English User 29

Th e Diverse L2 English Classroom 31Diversity in Terms of Amount of EE 32Diversity in Terms of Types of EE Activities 33

Suggested Further Reading and Links 34

xvi Contents

Study Questions 35References 36

3 English in Schools from Various National Perspectives 43Th e History of L2 English Teaching 43

Th e Audiolingual Method 45Th e Cognitive Code Approach 46Th e Comprehension Approach 47Th e Integration of Content and Language 47CLIL 50Th e Flipped Classroom 59

Some Present-Day L2 English Curricula in Various Countries 60Th e Common European Framework of Reference 64

Th e European Language Portfolio 65Suggested Further Reading and Links 66Study Questions 66References 67

4 Age Motivation and Th eories of L2 Learning 75Th eories of Second Language Acquisition 77

Th e Interactionist Approach 79Th e Sociocultural Approach 81Identity Th eory 84Complexity Th eory 85Bridging the Gap Between Cognitive and Social Approaches 87

L2 Motivation Th eories 88Before the Turn of the Millennium 88After the Turn of the Millennium 90Th e L2 Motivational Self System 91

Teacher Empowerment 92Age Eff ects in SLA Th e Younger the Better 94

Defi ning Young Language Learners 95Th e Critical Period Hypothesis 97Other Factors that Matter 98

Assessment and Age 99

Contents xvii

Suggested Further Reading and Links 104Study Questions 104References 105

5 Evidence from Extramural English Informing English Language Teaching 113Studies into EE and Language Learning from the 1990s 114Post-Millennium Studies into EE and Learning 116Studies into Digital Gaming and L2 English Learning 130Classroom Adaptations of CALL Activities 136Introducing the Extramural English House 138

Th ree Groups of Learners Visit the EE House 139Pedagogical Implications 142Suggested Further Reading 142Study Questions 143References 143

Part II From Th eory and Research to Practice 151

6 Extramural English Goes to School 153Mapping Learner Interests 155

Th e Language Diary 155Questionnaires 156Interviews 157Portfolio 158Formative Assessment 161Section Summary 164

Looping Communicating Learner Interests 164Th e Model of Possibilities 165Classroom Activities 169

Reading 169TV Shows 170Films 170Digital Games 171

xviii Contents

lsquoTh e 30-Day Extramural English Challengersquo 172Chapter Summary 176Study Questions 176References 176

7 Opening the Window for L2 English Development 179Developing Learner Motivation 180

Envisioning Ideal L2 Selves in the Classroom 180Revisiting the EE House Synthesizing Research 182

Eldin A Learner Case in Point 189Immigrant Background 190Becoming a Gamer and Successful L2 English User 190

Compensating for What Is Not Th eremdashYet 193L2 Learners with Special Educational Needs 194Heavily Involved in EE Natural Learning Mindset 196Exceptionally Gifted L2 Learners 197Th e MajoritymdashOrdinary L2 Learners 199

Lifelong Learning PCK and Subject Education 199ELT Planning with a Practical Touch 203

A Step-By-Step Approach to Planning 204Planning and Self-Evaluation for English Teachers 205

Online Tools for Teaching and Learning 206Suggested Work in Offl ine Classrooms 207

Working with Words 208Working with Pictures 209Working with Texts 209

8 Twenty-First Century L2 English Teacher Competencies 215Demands on the L2 English Teacher 216Collegial Cooperation Professional Development 218Extramural English in Teaching and Learning 221Way to Go Forward 223References 224

Contents xix

Appendices 227Appendix I Language DiarymdashSample Page for One Day 227Appendix II Template for Planning Refl ection

and Evaluation 229Appendix III Step-by-Step Approach to Planning 231Appendix IV Working with Words 235Appendix V Working with Pictures 245Appendix VI Working with Texts 251Appendix VII Alexandrarsquos lsquo30-Day Extramural

English Challengersquo 257Appendix VIII Young Learner Vocabulary

Assessment Test (YLVAT) 261

Index 265

Fig 11 Model of L2 English learning EE activities inthe upper right-hand corner 10

Fig 51 Th e EE House (illustration by Julius Sylveacuten) 139Fig 52 EE House (total sample) based on Sundqvist(2009)

of total EE 140Fig 53 EE House (gender) based on Sundqvist (2009)

of total EE 141Fig 54 EE House (total sample) based on Sylveacuten

and Sundqvist (2012) of total EE 141Fig 55 EE House (gender) based on Sylveacuten and

Sundqvist (2012) of total EE 141Fig 56 EE House (total sample) based on Sundqvist

and Sylveacuten (2014) of total EE 141Fig 57 EE House (gender) based on Sundqvist and

Sylveacuten (2014) of total EE 142Fig 61 Examples of items to include in a questionnaire 157Fig 62 Example of an interview guide 158Fig 63 Example of item from Part A of YLVAT 162Fig 64 Example of item from Part B of YLVAT 162Fig 65 Example of item from Part C of YLVAT 162Fig 66 Th e Model of Possibilities (our interpretation

and illustration) 166

List of Figures

xxii List of Figures

Fig 67 Th e MoP applied to the school subject ofL2 English 167

Fig 81 Th e L2 English Learning Pyramid(illustration by Julius Sylveacuten) 222

Table 61 Activities in lsquo30-day Extramural English Challengersquo 174

List of Tables

Preface

References

Series Editorrsquos Preface

Acknowledgments

Contents

List of Figures

List of Tables

Aims of the Series New Language Learning and Teaching Environments is an exciting new book series edited by Hayo Reinders and dedicated to recent develop-ments in learner-centred approaches and the impact of technology on learning and teaching inside and outside the language classroom Th e series aims to Publish cutting-edge research into current developments and innovation in language learning and teaching practice Publish applied accounts of the ways in which these developments impact on current and future language education To encourage dissemination and cross-fertilisation of policies and practice relating to learner-centred peda-gogies for language learning and teaching in new learning environments To disseminate research and best practice in out-of-class and informal language learning Th e series is a multidisciplinary forum for the very latest developments in language education taking a pedagogic approach with a clear focus on the learner and with clear implications for both researchers and language practitioners It is the fi rst such series to pro-vide an outlet for researchers to publish their work and the fi rst stop for teachers interested in this area

More information about this series at httpwwwspringercomseries14736

Pref ace

viii Preface

Preface ix

References

Acknowledgments

Contents

xvi Contents

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

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viii Preface

Preface ix

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xvi Contents

Contents xvii

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Contents xix

Index 265

List of Figures

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References


Acknowledgments

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Pref ace

viii Preface

Preface ix

References

Acknowledgments

Contents

xvi Contents

Contents xvii

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Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

List of Tables

Pref ace

viii Preface

Preface ix

References

Acknowledgments

Contents

xvi Contents

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

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viii Preface

Preface ix

References

Acknowledgments

Contents

xvi Contents

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

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viii Preface

Preface ix

References

Acknowledgments

Contents

xvi Contents

Contents xvii

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Contents xix

Index 265

List of Figures

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Preface

References


Acknowledgments

Contents

List of Figures

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References

Acknowledgments

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xvi Contents

Contents xvii

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Contents xix

Index 265

List of Figures

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Preface

References


Acknowledgments

Contents

List of Figures

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Contents

xvi Contents

Contents xvii

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Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

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Acknowledgments

Contents

xvi Contents

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

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Acknowledgments

Contents

xvi Contents

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

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Contents

xvi Contents

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

List of Tables

xvi Contents

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

List of Tables

Contents xvii

xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

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xviii Contents

Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

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Contents xix

Index 265

List of Figures

List of Tables

Preface

References


Acknowledgments

Contents

List of Figures

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Preface

References


Acknowledgments

Contents

List of Figures

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Preface

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Acknowledgments

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Preface

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Documents

New Language Learning and Teaching Environments …978-1-137-460… · · 2017-08-28gogies for language learning and teaching in new learning environments. ... (for instance, through