TEANGA, the Journal of the Irish Association for Applied Linguistics, 2024
This study tracks the evolution of the content in a single applied linguistics journal, TEANGA, T... more This study tracks the evolution of the content in a single applied linguistics journal, TEANGA, The Journal of the Irish Association for Applied Linguistics (TEANGA). The aim is to gain deeper insights into the nature of applied linguistics research. A second, related objective is to compare the research published in TEANGA with broader developments in the field of applied linguistics. Using elements of both quantitative and interpretative content analysis, the paper analyses the focal topics of the keynote and research papers published in the eight annual issues of TEANGA published between 2001 and 2023, together with those of the articles in the six single issue volumes which were also published during this time frame. The findings suggest that, in line with the discipline of applied linguistics more broadly, second and foreign language teaching and learning, including language teacher education, are a central focus of both the annual and special issues. A number of other sub-disciplines are also quantitatively significant. These include multilingualism and plurilingualism, discourse analysis, corpus linguistics, language policy and planning, and sociolinguistics. Reflecting the journal’s particular context, Irish-English bilingualism and Irish immersion education play an important role. No obvious trends were observed in terms of these particular broad areas either increasing or decreasing in importance. However, an evolution in terms of topic was observed within an individual area. The focus in this regard was placed on second and foreign language teaching and learning. The impact of technological advances and socio-political change resulting in increased linguistic diversity could be observed in developments in the use of Information and Communication Technology inside and outside of the classroom to support virtual exchange and informal language learning. A focus on a wider range of languages was also observed in the later papers. Limited evidence was found of some of the more niche and emerging areas in the broader field of applied linguistics such as social justice, raciolinguistics, artificial intelligence, ethics in linguistics research and multilingual sustainability. Implications of the findings are considered.
This paper analyses the language educator’s experience of delivering an Institution-Wide Language... more This paper analyses the language educator’s experience of delivering an Institution-Wide Language Programme (IWLP) in an Irish University. It uses a focus group to explore the experiences of six International Language Tutors who delivered modules on a pilot IWLP between 2021 and 2024. The findings indicate that designing and delivering the programme was a predominantly rewarding experience for the tutors involved. Positive aspects included engagement levels among students who completed the programme, the freedom to design, deliver and assess modules in a flexible and innovative manner, and the supportive nature of the tutor team. Negative aspects relate to policy issues concerning student eligibility for the programme, operational issues such as (de-)registration, attendance and attrition rates, and misalignment between student and module proficiency levels. Recommendations relate to IWLP design and administration as well as to supports for IWLP language educators. They include the use of hybrid teaching as standard, the opening of IWLPs to all staff and students (using caps on numbers and waiting lists), clear communication to potential participants in relation to the relationship between IWLP language modules and main degrees reflected in simplified registration, deregistration and certification processes, the provision of training in hybrid design and delivery of language modules as well as of appropriate teaching infrastructure, and full integration of the IWLP teaching team into institutional support structures.
This paper presents a study designed to contribute to discussion on best practice in the design o... more This paper presents a study designed to contribute to discussion on best practice in the design of Institution Wide Language Programmes (IWLPs) and their role in increasing the number of students studying foreign languages in Higher Education in Anglophone contexts. Using a longitudinal case study, it reviews the first three semesters of an IWLP delivered in a university in the Republic of Ireland between February 2021 and May 2022. The findings indicate that a student-centred, pedagogically innovative IWLP, incentivised via certification and extra credit, can enable and motivate some students to continue with the study of a language at university. This represents one way to build on foreign language proficiency developed within both the school system and the home, in line with national language policy objectives.
This paper is concerned with the integration of informal language learning into university langua... more This paper is concerned with the integration of informal language learning into university language modules in a foreign language environment. It begins by exploring the evolving nature of formal and informal language learning. This is followed by analysis of a pedagogic innovation intended to integrate foreign language activities in an informal university space shared by domestic and international students into formal German and Spanish language modules in an anglophone context. The initiative is evaluated within an action research framework using the following research instruments: student attendance data, reflective reports, end-of-module student surveys and a collaborative debrief with two language tutors. The results indicate that the explicit integration of informal language learning into formal language modules increases student engagement with informal language learning, provides opportunities for oral practice in particular, and supports the development of language learner autonomy. While care must be taken to ensure that the informal nature of the informal language learning experience is retained using low stakes assessment and a fluid, flexible, student-led pedagogical approach, the findings indicate that the explicit integration of informal language learning activities into formal language learning has the potential to expand the personal learning environment of the foreign language learner to their benefit.
This paper is concerned with the integration of informal language learning into university langua... more This paper is concerned with the integration of informal language learning into university language modules in a foreign language environment. It begins by exploring the evolving nature of formal and informal language learning. This is followed by analysis of a pedagogic innovation intended to integrate foreign language activities in an informal university space shared by domestic and international students into formal German and Spanish language modules in an anglophone context. The initiative is evaluated within an action research framework using the following research instruments: student attendance data, reflective reports, end-of-module student surveys and a collaborative debrief with two language tutors. The results indicate that the explicit integration of informal language learning into formal language modules increases student engagement with informal language learning, provides opportunities for oral practice in particular, and supports the development of language learner autonomy. While care must be taken to ensure that the informal nature of the informal language learning experience is retained using low stakes assessment and a fluid, flexible, student-led pedagogical approach, the findings indicate that the explicit integration of informal language learning activities into formal language learning has the potential to expand the personal learning environment of the foreign language learner to their benefit.
The purpose of this paper is to gain insights into the strategies employed by beginning learners ... more The purpose of this paper is to gain insights into the strategies employed by beginning learners of Spanish, German, Chinese and Japanese as Foreign Languages at university level in order to comprehend texts in their target languages. It also investigates possible relationships between strategic behaviour and success in reading comprehension tasks. Strategy use is assessed using qualitative analysis of reported strategic behaviour elicited from participants using open-ended questions, combined and compared with data generated using a modified sub-section of the Strategy Inventory for Language Learning [Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle; Oxford, R. 2011. Teaching and Researching Language Learning Strategies. Harlow, UK: Pearson Education]. Implications of the study for the beginners’ language classroom, and for language learning strategy research, particularly strategy measurement, are also considered.
Increasing Linguistic Diversity: The Republic of Ireland (RoI) has two official languages, Englis... more Increasing Linguistic Diversity: The Republic of Ireland (RoI) has two official languages, English and Irish, with English spoken almost universally. In addition, 15% of the population now speak a foreign language, i.e., a language other than English or Irish, at home. The top five languages are Polish, Romanian, French, Spanish and Portuguese.
Primary School System: Primary school pupils will be taught a foreign language from 2025. This welcome development should be closely monitored in relation to the pupil/teacher experience, the time devoted to foreign languages and the transition to secondary school.
Secondary School System: Approximately 80% of pupils study a foreign language in the first secondary school cycle and 76% in the second. The range of languages taught has recently been diversified.
Higher Education (HE): There is a significant difference between the numbers studying a foreign language in HE (approximately 4%) compared with the numbers studying a foreign language at the end of secondary school (76%). This results in a lack of foreign language teachers and contributes to a lack of foreign language capacity in other areas, including industry. Higher Education Institutions should consider an Institution Wide Language Programme in tandem with specialist foreign language degrees, and degrees combining foreign languages with other disciplines.
Industry and Enterprise: Industry needs more graduates who speak foreign languages. Small and Medium Sized Enterprises (SMEs) also need a more strategic approach to communication with customers and suppliers who speak languages other than English. ‘Language Management Strategies’ (LMSs) involve the use of employees with language skills, professional translators, translation tools, students on placements, local agents and intermediaries. Government agencies supporting internationalisation should encourage SMEs to develop LMSs while universities should ensure that language students are familiar with them.
Tá 44 bliain ann ó bunaíodh Teanga agus is í seo an uimhir dheireanach dúinne mar fhoireann eagar... more Tá 44 bliain ann ó bunaíodh Teanga agus is í seo an uimhir dheireanach dúinne mar fhoireann eagarthóireachta. Bhí tréimhse trí bliana eachtrúil agus iontach againn agus muid ag féachaint le hiontaofacht eolaíochta na hirise a chothú, comhoibriú idirnáisiúnta a chinntiú agus tacú le saothrú na Gaeilge mar theanga atá in oiriúint don scaipeadh agus don mhalartú acadúil. In 2020 glacadh le Teanga in Scopus, déantar tagairt dá cuid páipéar go forleathan anois, tá tarraingt ag líon nach beag údar ón tír seo ar an iris agus tá méadú tagtha ar líon na n-údar idirnáisiúnta. San uimhir reatha gheofar eochairpháipéar, páipéar iarrtha, 7 bpáipéar taighde, tuarascáil tionscadail agus 2 léirmheas leabhair. Cuimsíonn na páipéir réimse na Teangeolaíochta Feidhmí agus disciplíní agus fodhisciplíní gaolmhara — Béarla mar Lingua Franca, sochtheangeolaíocht, oideachas teanga agus beartas teanga san áireamh.
This year is the 44th anniversary of Teanga, and our last issue as an editorial team. It has been a busy and wonderful three years where we have tried to continue to shape Teanga, keeping its scientific rigour, and ensuring international collaborations while empowering the role of Irish as a language of academic dissemination and exchange. Teanga was accepted into Scopus in 2020, its papers are now widely referenced, and our annual volume attracts a healthy number of national and increasingly international authors. The current issue includes one keynote paper, one invited article, seven research articles, one project report and two book reviews. The content of these pieces encompasses Applied Linguistics and a range of related disciplines and subdisciplines including English as a Lingua Franca, sociolinguistics, language education, and language policy.
The Editors:
Jennifer Bruen, Inmaculada Gómez Soler, Siobhán Ní Laoire, Lucía Pintado Gutiérrez
... them complete the task more suc-cessfully.” They also state that effective learners are ... w... more ... them complete the task more suc-cessfully.” They also state that effective learners are ... where research in the field of language-learning strateges has to date focused on ... studies nevertheless provide a backdrop against which the language-learning strategies associated with ...
This paper considers the attitudes and behaviours of University language lecturers and their stud... more This paper considers the attitudes and behaviours of University language lecturers and their students regarding the use of the L1 in the higher education L2 classroom. A case-study of one Irish Higher Education Institution was carried out and qualitative interviews conducted with six lecturers in Japanese and six in German. The results indicated widespread support among the participants for the judicious use of the L1 in limited instances particularly where it can facilitate a reduction in cognitive overload and learner anxiety by, for example, the explanation of complex terminology, concepts and grammatical structures as well as in the creation of a relaxed classroom environment. Implications for the language classroom and for this field of research are considered.
TEANGA, the Journal of the Irish Association for Applied Linguistics
Language for Teaching Purposes makes a number of key arguments: The first and most significant is... more Language for Teaching Purposes makes a number of key arguments: The first and most significant is that the discourse of the language classroom is unique and distinct from general language. As a result, Non-Native Speaker Language Teachers (NNSLTs) have different language needs to their non-teaching fellow students.
TEANGA, the Journal of the Irish Association for Applied Linguistics
Ireland’s linguistic profile has been further enriched by the arrival of the New Irish. It is inc... more Ireland’s linguistic profile has been further enriched by the arrival of the New Irish. It is incumbent upon the higher education sector to harness and support this linguistic diversity to aid the social, cultural and economic development of Ireland and all its people. Therefore, consideration should be given to new degree programmes and to the inclusion of Language Management Strategies in existing programmes.
A review of the literature on language teaching reveals predominantly negative attitudes towards ... more A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) . The purpose of this paper is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case-study of one Irish Higher Education Institution was conducted and qualitative interviews carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process.
Bruen Jennifer and Pechenart Juliette Vorsprung Durch Technik Developing an Online Version of the European Language Portfolio in Edtech 2007 Eighth Annual Irish Technology Users Conference 23rd 25th May 2007 Dublin Institute of Technology Ireland, May 23, 2007
Bruen Jennifer and Grammes Tilman Editorial Insights into Citizenship Classrooms the Art of Documentation and Description Journal of Social Science Education 13 Pp 1 10 Issn 1618 5293, Apr 2, 2014
Aishe J the All Ireland Journal of Teaching and Learning in Higher Education, Oct 30, 2013
The notion often associated with study abroad that it will deepen students' understanding of citi... more The notion often associated with study abroad that it will deepen students' understanding of citizenship and expand it beyond national borders remains contested. While the Erasmus website (European Commission, 2012a) claims that study abroad and the experiences associated with it 'give students a better sense of what it means to be a European citizen' there is little research that documents how students themselves actually conceive of the term citizenship in practice (Streitwieser and Light, 2010, 1) or how a period of study abroad might transform such conceptualizations. In order to contribute to this debate, this paper analyses reflective pieces by undergraduate students on the nature of citizenship written before (n=16) and after (n=8) a year of study abroad as part of an Erasmus exchange programme. It presents an initial attempt to derive a typology of understandings for the term citizen from this data and to assess the impact of study abroad on these understandings. The findings of this pilot study suggest that before students engage with study abroad, they have a tendency to articulate a relatively straightforward understanding of the concept of citizenship with a strong focus on the notion of 'belonging' to a country. In contrast, those in the post year abroad group recognise that the concept of citizenship is "difficult to define", complex and composed of a number of elements. In addition, both obligations and responsibilities increase in importance and become more significant than rights for the post-year abroad group. Implications for a more in-depth study and for further research, in general, as well as for the preparation of students for study abroad are considered.
Kelly Niamh and Bruen Jennifer Translation As a Pedagogical Tool in the Language Classroom a Qualitative Study of Attitudes and Behaviours Language Teaching Research 19 Issn 1477 0954, Jul 16, 2014
A review of the literature on language teaching reveals predominantly negative attitudes towards ... more A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this paper is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case-study of one Irish Higher Education Institution was conducted and qualitative interviews carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process.
TEANGA, the Journal of the Irish Association for Applied Linguistics, 2024
This study tracks the evolution of the content in a single applied linguistics journal, TEANGA, T... more This study tracks the evolution of the content in a single applied linguistics journal, TEANGA, The Journal of the Irish Association for Applied Linguistics (TEANGA). The aim is to gain deeper insights into the nature of applied linguistics research. A second, related objective is to compare the research published in TEANGA with broader developments in the field of applied linguistics. Using elements of both quantitative and interpretative content analysis, the paper analyses the focal topics of the keynote and research papers published in the eight annual issues of TEANGA published between 2001 and 2023, together with those of the articles in the six single issue volumes which were also published during this time frame. The findings suggest that, in line with the discipline of applied linguistics more broadly, second and foreign language teaching and learning, including language teacher education, are a central focus of both the annual and special issues. A number of other sub-disciplines are also quantitatively significant. These include multilingualism and plurilingualism, discourse analysis, corpus linguistics, language policy and planning, and sociolinguistics. Reflecting the journal’s particular context, Irish-English bilingualism and Irish immersion education play an important role. No obvious trends were observed in terms of these particular broad areas either increasing or decreasing in importance. However, an evolution in terms of topic was observed within an individual area. The focus in this regard was placed on second and foreign language teaching and learning. The impact of technological advances and socio-political change resulting in increased linguistic diversity could be observed in developments in the use of Information and Communication Technology inside and outside of the classroom to support virtual exchange and informal language learning. A focus on a wider range of languages was also observed in the later papers. Limited evidence was found of some of the more niche and emerging areas in the broader field of applied linguistics such as social justice, raciolinguistics, artificial intelligence, ethics in linguistics research and multilingual sustainability. Implications of the findings are considered.
This paper analyses the language educator’s experience of delivering an Institution-Wide Language... more This paper analyses the language educator’s experience of delivering an Institution-Wide Language Programme (IWLP) in an Irish University. It uses a focus group to explore the experiences of six International Language Tutors who delivered modules on a pilot IWLP between 2021 and 2024. The findings indicate that designing and delivering the programme was a predominantly rewarding experience for the tutors involved. Positive aspects included engagement levels among students who completed the programme, the freedom to design, deliver and assess modules in a flexible and innovative manner, and the supportive nature of the tutor team. Negative aspects relate to policy issues concerning student eligibility for the programme, operational issues such as (de-)registration, attendance and attrition rates, and misalignment between student and module proficiency levels. Recommendations relate to IWLP design and administration as well as to supports for IWLP language educators. They include the use of hybrid teaching as standard, the opening of IWLPs to all staff and students (using caps on numbers and waiting lists), clear communication to potential participants in relation to the relationship between IWLP language modules and main degrees reflected in simplified registration, deregistration and certification processes, the provision of training in hybrid design and delivery of language modules as well as of appropriate teaching infrastructure, and full integration of the IWLP teaching team into institutional support structures.
This paper presents a study designed to contribute to discussion on best practice in the design o... more This paper presents a study designed to contribute to discussion on best practice in the design of Institution Wide Language Programmes (IWLPs) and their role in increasing the number of students studying foreign languages in Higher Education in Anglophone contexts. Using a longitudinal case study, it reviews the first three semesters of an IWLP delivered in a university in the Republic of Ireland between February 2021 and May 2022. The findings indicate that a student-centred, pedagogically innovative IWLP, incentivised via certification and extra credit, can enable and motivate some students to continue with the study of a language at university. This represents one way to build on foreign language proficiency developed within both the school system and the home, in line with national language policy objectives.
This paper is concerned with the integration of informal language learning into university langua... more This paper is concerned with the integration of informal language learning into university language modules in a foreign language environment. It begins by exploring the evolving nature of formal and informal language learning. This is followed by analysis of a pedagogic innovation intended to integrate foreign language activities in an informal university space shared by domestic and international students into formal German and Spanish language modules in an anglophone context. The initiative is evaluated within an action research framework using the following research instruments: student attendance data, reflective reports, end-of-module student surveys and a collaborative debrief with two language tutors. The results indicate that the explicit integration of informal language learning into formal language modules increases student engagement with informal language learning, provides opportunities for oral practice in particular, and supports the development of language learner autonomy. While care must be taken to ensure that the informal nature of the informal language learning experience is retained using low stakes assessment and a fluid, flexible, student-led pedagogical approach, the findings indicate that the explicit integration of informal language learning activities into formal language learning has the potential to expand the personal learning environment of the foreign language learner to their benefit.
This paper is concerned with the integration of informal language learning into university langua... more This paper is concerned with the integration of informal language learning into university language modules in a foreign language environment. It begins by exploring the evolving nature of formal and informal language learning. This is followed by analysis of a pedagogic innovation intended to integrate foreign language activities in an informal university space shared by domestic and international students into formal German and Spanish language modules in an anglophone context. The initiative is evaluated within an action research framework using the following research instruments: student attendance data, reflective reports, end-of-module student surveys and a collaborative debrief with two language tutors. The results indicate that the explicit integration of informal language learning into formal language modules increases student engagement with informal language learning, provides opportunities for oral practice in particular, and supports the development of language learner autonomy. While care must be taken to ensure that the informal nature of the informal language learning experience is retained using low stakes assessment and a fluid, flexible, student-led pedagogical approach, the findings indicate that the explicit integration of informal language learning activities into formal language learning has the potential to expand the personal learning environment of the foreign language learner to their benefit.
The purpose of this paper is to gain insights into the strategies employed by beginning learners ... more The purpose of this paper is to gain insights into the strategies employed by beginning learners of Spanish, German, Chinese and Japanese as Foreign Languages at university level in order to comprehend texts in their target languages. It also investigates possible relationships between strategic behaviour and success in reading comprehension tasks. Strategy use is assessed using qualitative analysis of reported strategic behaviour elicited from participants using open-ended questions, combined and compared with data generated using a modified sub-section of the Strategy Inventory for Language Learning [Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle; Oxford, R. 2011. Teaching and Researching Language Learning Strategies. Harlow, UK: Pearson Education]. Implications of the study for the beginners’ language classroom, and for language learning strategy research, particularly strategy measurement, are also considered.
Increasing Linguistic Diversity: The Republic of Ireland (RoI) has two official languages, Englis... more Increasing Linguistic Diversity: The Republic of Ireland (RoI) has two official languages, English and Irish, with English spoken almost universally. In addition, 15% of the population now speak a foreign language, i.e., a language other than English or Irish, at home. The top five languages are Polish, Romanian, French, Spanish and Portuguese.
Primary School System: Primary school pupils will be taught a foreign language from 2025. This welcome development should be closely monitored in relation to the pupil/teacher experience, the time devoted to foreign languages and the transition to secondary school.
Secondary School System: Approximately 80% of pupils study a foreign language in the first secondary school cycle and 76% in the second. The range of languages taught has recently been diversified.
Higher Education (HE): There is a significant difference between the numbers studying a foreign language in HE (approximately 4%) compared with the numbers studying a foreign language at the end of secondary school (76%). This results in a lack of foreign language teachers and contributes to a lack of foreign language capacity in other areas, including industry. Higher Education Institutions should consider an Institution Wide Language Programme in tandem with specialist foreign language degrees, and degrees combining foreign languages with other disciplines.
Industry and Enterprise: Industry needs more graduates who speak foreign languages. Small and Medium Sized Enterprises (SMEs) also need a more strategic approach to communication with customers and suppliers who speak languages other than English. ‘Language Management Strategies’ (LMSs) involve the use of employees with language skills, professional translators, translation tools, students on placements, local agents and intermediaries. Government agencies supporting internationalisation should encourage SMEs to develop LMSs while universities should ensure that language students are familiar with them.
Tá 44 bliain ann ó bunaíodh Teanga agus is í seo an uimhir dheireanach dúinne mar fhoireann eagar... more Tá 44 bliain ann ó bunaíodh Teanga agus is í seo an uimhir dheireanach dúinne mar fhoireann eagarthóireachta. Bhí tréimhse trí bliana eachtrúil agus iontach againn agus muid ag féachaint le hiontaofacht eolaíochta na hirise a chothú, comhoibriú idirnáisiúnta a chinntiú agus tacú le saothrú na Gaeilge mar theanga atá in oiriúint don scaipeadh agus don mhalartú acadúil. In 2020 glacadh le Teanga in Scopus, déantar tagairt dá cuid páipéar go forleathan anois, tá tarraingt ag líon nach beag údar ón tír seo ar an iris agus tá méadú tagtha ar líon na n-údar idirnáisiúnta. San uimhir reatha gheofar eochairpháipéar, páipéar iarrtha, 7 bpáipéar taighde, tuarascáil tionscadail agus 2 léirmheas leabhair. Cuimsíonn na páipéir réimse na Teangeolaíochta Feidhmí agus disciplíní agus fodhisciplíní gaolmhara — Béarla mar Lingua Franca, sochtheangeolaíocht, oideachas teanga agus beartas teanga san áireamh.
This year is the 44th anniversary of Teanga, and our last issue as an editorial team. It has been a busy and wonderful three years where we have tried to continue to shape Teanga, keeping its scientific rigour, and ensuring international collaborations while empowering the role of Irish as a language of academic dissemination and exchange. Teanga was accepted into Scopus in 2020, its papers are now widely referenced, and our annual volume attracts a healthy number of national and increasingly international authors. The current issue includes one keynote paper, one invited article, seven research articles, one project report and two book reviews. The content of these pieces encompasses Applied Linguistics and a range of related disciplines and subdisciplines including English as a Lingua Franca, sociolinguistics, language education, and language policy.
The Editors:
Jennifer Bruen, Inmaculada Gómez Soler, Siobhán Ní Laoire, Lucía Pintado Gutiérrez
... them complete the task more suc-cessfully.” They also state that effective learners are ... w... more ... them complete the task more suc-cessfully.” They also state that effective learners are ... where research in the field of language-learning strateges has to date focused on ... studies nevertheless provide a backdrop against which the language-learning strategies associated with ...
This paper considers the attitudes and behaviours of University language lecturers and their stud... more This paper considers the attitudes and behaviours of University language lecturers and their students regarding the use of the L1 in the higher education L2 classroom. A case-study of one Irish Higher Education Institution was carried out and qualitative interviews conducted with six lecturers in Japanese and six in German. The results indicated widespread support among the participants for the judicious use of the L1 in limited instances particularly where it can facilitate a reduction in cognitive overload and learner anxiety by, for example, the explanation of complex terminology, concepts and grammatical structures as well as in the creation of a relaxed classroom environment. Implications for the language classroom and for this field of research are considered.
TEANGA, the Journal of the Irish Association for Applied Linguistics
Language for Teaching Purposes makes a number of key arguments: The first and most significant is... more Language for Teaching Purposes makes a number of key arguments: The first and most significant is that the discourse of the language classroom is unique and distinct from general language. As a result, Non-Native Speaker Language Teachers (NNSLTs) have different language needs to their non-teaching fellow students.
TEANGA, the Journal of the Irish Association for Applied Linguistics
Ireland’s linguistic profile has been further enriched by the arrival of the New Irish. It is inc... more Ireland’s linguistic profile has been further enriched by the arrival of the New Irish. It is incumbent upon the higher education sector to harness and support this linguistic diversity to aid the social, cultural and economic development of Ireland and all its people. Therefore, consideration should be given to new degree programmes and to the inclusion of Language Management Strategies in existing programmes.
A review of the literature on language teaching reveals predominantly negative attitudes towards ... more A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) . The purpose of this paper is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case-study of one Irish Higher Education Institution was conducted and qualitative interviews carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process.
Bruen Jennifer and Pechenart Juliette Vorsprung Durch Technik Developing an Online Version of the European Language Portfolio in Edtech 2007 Eighth Annual Irish Technology Users Conference 23rd 25th May 2007 Dublin Institute of Technology Ireland, May 23, 2007
Bruen Jennifer and Grammes Tilman Editorial Insights into Citizenship Classrooms the Art of Documentation and Description Journal of Social Science Education 13 Pp 1 10 Issn 1618 5293, Apr 2, 2014
Aishe J the All Ireland Journal of Teaching and Learning in Higher Education, Oct 30, 2013
The notion often associated with study abroad that it will deepen students' understanding of citi... more The notion often associated with study abroad that it will deepen students' understanding of citizenship and expand it beyond national borders remains contested. While the Erasmus website (European Commission, 2012a) claims that study abroad and the experiences associated with it 'give students a better sense of what it means to be a European citizen' there is little research that documents how students themselves actually conceive of the term citizenship in practice (Streitwieser and Light, 2010, 1) or how a period of study abroad might transform such conceptualizations. In order to contribute to this debate, this paper analyses reflective pieces by undergraduate students on the nature of citizenship written before (n=16) and after (n=8) a year of study abroad as part of an Erasmus exchange programme. It presents an initial attempt to derive a typology of understandings for the term citizen from this data and to assess the impact of study abroad on these understandings. The findings of this pilot study suggest that before students engage with study abroad, they have a tendency to articulate a relatively straightforward understanding of the concept of citizenship with a strong focus on the notion of 'belonging' to a country. In contrast, those in the post year abroad group recognise that the concept of citizenship is "difficult to define", complex and composed of a number of elements. In addition, both obligations and responsibilities increase in importance and become more significant than rights for the post-year abroad group. Implications for a more in-depth study and for further research, in general, as well as for the preparation of students for study abroad are considered.
Kelly Niamh and Bruen Jennifer Translation As a Pedagogical Tool in the Language Classroom a Qualitative Study of Attitudes and Behaviours Language Teaching Research 19 Issn 1477 0954, Jul 16, 2014
A review of the literature on language teaching reveals predominantly negative attitudes towards ... more A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this paper is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case-study of one Irish Higher Education Institution was conducted and qualitative interviews carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process.
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Papers by Jennifer Bruen
Primary School System: Primary school pupils will be taught a foreign language from 2025. This welcome development should be closely monitored in relation to the pupil/teacher experience, the time devoted to foreign languages and the transition to secondary school.
Secondary School System: Approximately 80% of pupils study a foreign language in the first secondary school cycle and 76% in the second. The range of languages taught has recently been diversified.
Higher Education (HE): There is a significant difference between the numbers studying a foreign language in HE (approximately 4%) compared with the numbers studying a foreign language at the end of secondary school (76%). This results in a lack of foreign language teachers and contributes to a lack of foreign language capacity in other areas, including industry. Higher Education Institutions should consider an Institution Wide Language Programme in tandem with specialist foreign language degrees, and degrees combining foreign languages with other disciplines.
Industry and Enterprise: Industry needs more graduates who speak foreign languages. Small and Medium Sized Enterprises (SMEs) also need a more strategic approach to communication with customers and suppliers who speak languages other than English. ‘Language Management Strategies’ (LMSs) involve the use of employees with language skills, professional translators, translation tools, students on placements, local agents and intermediaries. Government agencies supporting internationalisation should encourage SMEs to develop LMSs while universities should ensure that language students are familiar with them.
This year is the 44th anniversary of Teanga, and our last issue as an editorial team. It has been a busy and wonderful three years where we have tried to continue to shape Teanga, keeping its scientific rigour, and ensuring international collaborations while empowering the role of Irish as a language of academic dissemination and exchange. Teanga was accepted into Scopus in 2020, its papers are now widely referenced, and our annual volume attracts a healthy number of national and increasingly international authors. The current issue includes one keynote paper, one invited article, seven research articles, one project report and two book reviews. The content of these pieces encompasses Applied Linguistics and a range of related disciplines and subdisciplines including English as a Lingua Franca, sociolinguistics, language education, and language policy.
The Editors:
Jennifer Bruen, Inmaculada Gómez Soler, Siobhán Ní Laoire, Lucía Pintado Gutiérrez
Primary School System: Primary school pupils will be taught a foreign language from 2025. This welcome development should be closely monitored in relation to the pupil/teacher experience, the time devoted to foreign languages and the transition to secondary school.
Secondary School System: Approximately 80% of pupils study a foreign language in the first secondary school cycle and 76% in the second. The range of languages taught has recently been diversified.
Higher Education (HE): There is a significant difference between the numbers studying a foreign language in HE (approximately 4%) compared with the numbers studying a foreign language at the end of secondary school (76%). This results in a lack of foreign language teachers and contributes to a lack of foreign language capacity in other areas, including industry. Higher Education Institutions should consider an Institution Wide Language Programme in tandem with specialist foreign language degrees, and degrees combining foreign languages with other disciplines.
Industry and Enterprise: Industry needs more graduates who speak foreign languages. Small and Medium Sized Enterprises (SMEs) also need a more strategic approach to communication with customers and suppliers who speak languages other than English. ‘Language Management Strategies’ (LMSs) involve the use of employees with language skills, professional translators, translation tools, students on placements, local agents and intermediaries. Government agencies supporting internationalisation should encourage SMEs to develop LMSs while universities should ensure that language students are familiar with them.
This year is the 44th anniversary of Teanga, and our last issue as an editorial team. It has been a busy and wonderful three years where we have tried to continue to shape Teanga, keeping its scientific rigour, and ensuring international collaborations while empowering the role of Irish as a language of academic dissemination and exchange. Teanga was accepted into Scopus in 2020, its papers are now widely referenced, and our annual volume attracts a healthy number of national and increasingly international authors. The current issue includes one keynote paper, one invited article, seven research articles, one project report and two book reviews. The content of these pieces encompasses Applied Linguistics and a range of related disciplines and subdisciplines including English as a Lingua Franca, sociolinguistics, language education, and language policy.
The Editors:
Jennifer Bruen, Inmaculada Gómez Soler, Siobhán Ní Laoire, Lucía Pintado Gutiérrez