Liss Kerstin Sylvén

Language-related computer use: Focus on young L2 English learners in Sweden*

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CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe

Abstract Many studies show positive correlations between content and language integrated learning (CLIL) and the learning of English as a foreign language. However, findings from CLIL research in Sweden do not match those obtained elsewhere. The aim of this article is to show that some explanations for discrepancies in results obtained across CLIL contexts in Europe may be found in nation-specific contextual factors. Four such factors are focused on: policy framework, teacher education, age of implementation, and extramural exposure to English. The article gives an overview of these factors in four European countries: Finland, Germany, Spain, and Sweden. A coordinate system is created using four quadrants: the policy framework factor is paired with amount of research; the age factor is combined with amount of CLIL; the teacher education factor includes pre-service and in-service programs; and extramural English is considered in amount and range. From this coordinate system, nation-specific CLIL profiles emerge. It is argued that such national profiles will serve as an essential theoretical point of departure for comparisons of research results across nations. Furthermore, the profiles will facilitate policy-level discussions on CLIL implementation in individual countries.

World of VocCraft : Computer games and Swedish learners’ L2 English vocabulary

Learning languages is a social activity — and so is playing computer games. Many parents would probably object to the latter part of the statement, having experiences of their teenager not joining the rest of the family for dinner due to a quest, a dungeon, or a raid in World of Warcraft. But while being kept from family by a computer game may seem asocial, a teenager immersed in World of Warcraft is in fact meeting with people ‘of all ages, countries, and value systems’ (Gee, 2007b, p. 182) in an international virtual world. In this chapter, our aim is to show that playing computer games indeed facilitates second language (L2) acquisition.1 In order to do so, we present three studies, each of which shows mounting evidence for the positive role of extramural English in general, and computer games in particular, in the acquisition of English vocabulary by Swedish learners. We will show how gender, age, and the type of gaming affect acquisition, and we discuss implications of these for teaching practice.

Language Alternation and Language Norm in Vocational Content and Language Integrated Learning (CLIL)

The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are learner-initiated and teacher-impelled [Üstünel, E. and P. Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15: 302–25]. The data are drawn from ethnography combined with audio and video recordings of learners in a beginners level workshop and in an English as a foreign language classroom. A close analysis of languages chosen locally is combined with ethnographic knowledge of the broader social context of the alternations, and in both theory and method, the article combines the research fields of sociolinguistics and ethnography. The study demonstrates that LA in vocational CLIL classrooms is orderly, it is related to the evolution of communicative strategies and it is in accordance with and reproduces local language norms. Thus, English-medium education does not by definition mean that English is the only language employed. On the contrary, students play around with language and use different strategies, including the use of another language, to make themselves understood.

Extramural English in teaching and learning : From theory and research to practice

This book is unique in bringing together theory, research, and practice about English encountered outside the classroom – extramural English – and how it affects teaching and learning. The book inv ...

Extramural English Goes to School

Whereas the focus in Part I of the book was on research and theoretical aspects of L2 learning, in this chapter we turn to the more practical part of this volume. Here, we present how findings from research and theory can be used to inform teaching practice, because it is important that classroom work stands on solid ground. We go into practical, hands-on activities, connecting the theoretical perspectives with classroom practice. Among other things, we introduce several ways for teachers (and researchers) to map learners’ experiences of extramural English and provide a number of appendices.

Global and Extramural English: Classroom Challenges

This chapter looks into Global English and extends the discussion of the role of extramural English in L2 English learning. Among other things, we discuss ‘The Kachruvian approach’ in relation to the fact that many young people today have access to English more or less on a daily basis. Other topics addressed are norms and language use in English language teaching and assessment, as well as the diversity of L2 English classrooms, which is mainly the result of the increased relevance of extramural English for learning on the one hand, and the influence of Global English on the other. Because of this, the job of an English teacher demands specialized teaching skills, and this topic is also discussed.

Evidence from Extramural English Informing English Language Teaching

There is plenty of anecdotal evidence of the effectiveness of language learning from activities done for another purpose. If asked, any parent or teacher can provide evidence of the surprising amount of words a child knows in an L2 just because he or she engages in reading, gaming, or film-watching in that language. However, while anecdotal evidence is a good start, it is certainly not enough for proving that certain correlations exist between factors; we need findings obtained through scientific research. Therefore, in this chapter, we give an overview of empirical studies targeting the relation between extramural English and L2 English learning. The chapter is basically organized in a chronological order, so that studies from the 1990s are reported first, followed by those published after the turn of the century. The chapter ends with reports targeting a specific EE activity, digital gaming, in relation to L2 learning, and by introducing the so-called EE House.

Age, Motivation, and Theories of L2 Learning

There are several ways to learn an L2 and different opportunities and conditions for doing so. Learners differ with regard to, for example, aptitude for language learning, willingness to communicate, self-confidence, level of anxiety, and cognitive ability. They also differ with regard to the age at which they start learning the L2, where they live, and the extent to which they are motivated for L2 learning. In this chapter, we address theories in second language acquisition, with an emphasis on those appearing after what has become known as the social turn (Block, 2003) and specific L2 motivation theories. In addition, we discuss teacher empowerment, age effects in L2 learning, and the benefits and drawbacks of starting L2 teaching early. There is also a section on different forms of assessment, and assessment in relation to learner age.

Twenty-First Century L2 English Teacher Competencies

In this final chapter, we point to the benefits of actually putting this book into good use. Its contents should serve the purpose of empowering L2 English teachers around the world. There is a great need for motivated, empowered L2 English teachers; such teachers are likely to plan for successful classroom work that also reaches beyond the walls of the classroom. We regard having the ability to do so among the most important twenty-first century L2 English teacher competencies. Learners appreciate having such teachers in the classroom. While the book certainly shows that some (but not all) students can learn a great deal of English in their free time thanks to extramural English, it is recommended that schools compensate for the specific needs of individual learners while in the classroom. An important aspect of being a successful teacher is, therefore, to assist all kinds of learners. We introduce the L2 English Learning Pyramid, which clarifies the role of EE in relation to other types of L2 English learning. Being able to guide learners in the direction of EE is one way to aid some, whereas others may need help in the form of more challenging tasks in the classroom to stay motivated.