References of "Language Learning Journal"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailEmergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg
Kirsch, Claudine UL; Bes Izuel, Maria Asuncion UL

in Language Learning Journal (2017)

The present small-scale study investigates language learning in primary schools in Luxembourg and the ways in which this process is mediated by peers and the iPad app iTEO. This study draws its data from ... [more ▼]

The present small-scale study investigates language learning in primary schools in Luxembourg and the ways in which this process is mediated by peers and the iPad app iTEO. This study draws its data from the larger longitudinal qualitative research project iTEO (2013–2017) and is based on 13 hours of audio and video-recordings. The participants are 6–7-year-olds learning German and French. Grounded in sociocultural theory, this paper examines, first, the ways in which the emergent multilingual primary school children scaffold each other’s learning of German and French while collaboratively producing oral texts on iTEO and, second, investigates the affordances of this app for learning. The findings show that the children’s language learning was mediated by peers, the task and the app. The children used a range of learning and teaching strategies while completing tasks framed by their teacher. iTEO and the task together mobilised the children’s resources, encouraged autonomy and promoted discussion about language. [less ▲]

Detailed reference viewed: 171 (22 UL)
Full Text
Peer Reviewed
See detailUsing storytelling to teach vocabulary in language lessons – does it work? (print)
Kirsch, Claudine UL

in Language Learning Journal (2012), 44(1), 33-51

It has long been claimed that stories are a powerful tool for language learning. Storytelling is often used as a discrete pedagogical approach in primary modern foreign language (MFL) lessons in England ... [more ▼]

It has long been claimed that stories are a powerful tool for language learning. Storytelling is often used as a discrete pedagogical approach in primary modern foreign language (MFL) lessons in England. There has, however, been little investigation into how storytelling might impact on vocabulary learning in the primary classroom. This article focuses on how a London primary teacher used stories in German lessons in a Year 6 class (ages 10–11), and analyses the words and sentences the case-study children remembered over a brief period of time. Data were collected over two terms through observations, interviews and posttests. The findings illustrate the wide range of teaching strategies that allowed for explicit and incidental learning and encouraged meaningful language use. They also show that children recalled a considerable number of words and sentences. [less ▲]

Detailed reference viewed: 432 (16 UL)