Anna Nicolaou

Language education in a multilingual city: The case of Limassol

This paper aims to provide an overview of the current situation of multilingualism and language education in the city of Limassol, Cyprus. The multicultural character of Limassol is reflected in every aspect of city life, and is notably reflected in the sector of education. Therefore, there is a need to delve into the situation of language education, as this is manifested in affordances and policies, and in daily encounters, within the educational context. Drawing both from primary and secondary data, the study examines issues such as good practices in language learning for immigrants and the role of linguistic support.

Teaching Discourse Markers in a Technologically-Enhanced Language Classroom

This paper reports on the methods and findings of a small-scale classroom research study focusing on the facilitation of the use of discourse markers (henceforth: DMs) by second language learners of English, at Cyprus University of Technology. In the framework of explicit teaching, mixed methods, combining traditional and digital tools, were employed in order to maximize the use of DMs in the EFL classroom. It was hypothesized that involvement in the lesson and the DM use of students along with the resulting coherence of their discourse is enhanced by and increases with the application of digital and interactive activities. In order to confirm or reject our hypothesis, an opinion questionnaire was administered to explore students’ perceptions about the use of digital and traditional tools demonstrated in class and to investigate the effectiveness of the enhancement of their skills in the use of discourse markers and in composing coherent texts and participating in collaborative interaction. Our study shows that students enjoy using digital tools, and, as a result of teaching and practice, they use more DMs; consequently, their pragmatic competence increases, and their interaction and argumentation becomes more natural and easier to follow.

Exploring the Multilingual Efficiency of Urban Online Spaces: Implications for Culture-Centered Design

This paper builds up a picture of how multilingualism is supported in various aspects of urban online spaces. The main assumption of this study is that language is an indispensable element of culture; thus, understanding how a multilingual city facilitates multilingualism in terms of provision of and access to information, can deepen our understanding for supporting cross-cultural Human Computer Interaction (HCI). This study explores how multilingualism is supported in urban online spaces of Limassol, a location of increased inward migration and a city that holds a prolonged multilingual character. Data include manifestations of multilingualism or monolingualism in various online contexts, such as official websites and digital media. Findings demonstrate several aspects of multilingualism, as well as implemented policies and practices for promoting a multilingual online locus. As a result of the findings, suggestions for best practices for the online spaces of multilingual cities are put forward, as well as implications for cross-cultural HCI.

Aligning ESP Courses with the "Common European Framework of Reference for Languages".

Abstract This article explains how the Common European Framework of References for Languages (CEFR; Council of Europe 2001, Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press) has been applied in language courses at the Language Centre (LC) of the Cyprus University of Technology (CUT), demonstrating successful adaptations, but placing particular emphasis on the challenges faced in the alignment of English for Specific Purposes (ESP) courses with the CEFR. The CEFR is a tool providing a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. Its introduction has transformed the learning of languages, and its implementation requires major changes in teaching practices. The CEFR is oriented towards tasks and learning outcomes and provides descriptors of general language competence which are recognised and used internationally. However, many higher education institutions offer students the opportunity to study languages for specific purposes. In such educational contexts, the alignment of courses with the CEFR descriptors presents additional challenges. This paper demonstrates the difficulties faced by language educators at the LC of the CUT in the process of adapting a wide range of multidisciplinary English for Specific Purposes courses in accordance with the CEFR. Data were collected via focus group discussions among language educators at the LC CUT who had extensive experience in teaching ESP courses at university level. Emerging topics include stakeholders’ needs analysis, materials development, effective methodologies, task design, and the use of Information and Communication Technology (ICT) tools, among others. Major findings centre on the need for a tool that would facilitate the description of ESP competence levels corresponding to the CEFR but informed by a multidisciplinary perspective.

Blogging Revisited: The Use of Blogs in ESAP Courses

The technological innovations of the last decades and the appearance of the Web 2.0 have triggered various advancements in the field of education in general and language teaching and learning in particular. The weblog or blog is nowadays one of the most popular Information Communication Technology (ICT) tools used for educational purposes, thus research on the use of blogs in education has seen increasing interest. This paper examines blogging as a learning tool in the instruction of English for Specific Academic Purposes (ESAP) in tertiary education. It explores the possibilities and pedagogical value offered by using weblogs in language learning, as well as university students’ attitudes towards the use of blogs in their language courses.