<abstract xmlns="http://www.w3.org/1999/xhtml">Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.</abstract>

Forging new pathways for research on language learning motivation

<abstract xmlns="http://www.w3.org/1999/xhtml">The aim of the paper is to report a three-year phenomenographic study conducted on seven EFL Polish teachers with the focus on presenting how they experience different aspects of language teaching at three crucial stages: 1) the time of ELT theory studying, 2) the time of school placement, 3) the time of first-year working as professional teachers. Each stage of the study is presented from the perspective of affordances standing for the respondents’ expectations (<italic>continuities</italic>) as well as constraints (<italic>discontinuities</italic>). The article concludes that discontinuities, rather than continuities, can prove invaluable in language teacher identity development.</abstract>

Becoming an English language teacher: <italic>Continuities</italic> and <italic>Discontinuities</italic>

<abstract xmlns="http://www.w3.org/1999/xhtml">Pre-service teacher training offers various opportunities for trainees to become aware of and understand the qualities of good teaching. Towards the end of their training they should be able to identify clearly the criteria for measuring their readiness for teaching profession as well as identify their own strong and weak areas.The author of this article presents the results of the study where the aim was to focus on the trainees′ perception of themselves as English language teachers based on the criteria of the EPOSTL at the end of their training when trainees receive their diploma for teaching the English language.</abstract>

The perception of readiness for teaching profession: a case of pre-service trainees

<abstract xmlns="http://www.w3.org/1999/xhtml">At elementary school the focus often lies on listening and speaking. While listening comprehension is the basis for learning a new language, children often feel differently about that. Many measure their success in their ability to speak. Some become frustrated, because they initially are not able to express much, not noticing how much they understand already. In my research I tried to find a way to help such children appreciate more what they have achieved so far. Through portfolio-work (self-evaluation and reflection) I wanted them to see what is ‘unseen’, as well as get them to think about strategies that improve listening comprehension, as the following study report shows.</abstract>

Portfolio-work and its effects on listening comprehension of very young learners

<abstract xmlns="http://www.w3.org/1999/xhtml">The paper discusses the role of e-portfolio in the development of reflective thinking in a group of pre-service English as a foreign language teachers. It stresses the benefits it can bring (e.g. autonomous learning, cooperative learning - the author highlights the social context of e-portfolio) as well as presents the threats and risks it might bring based on the own experience of the author. The results of this case study showed that the process of e-portfolio building can enhance professional development, self-confidence and the ability to self-reflect own work and progress. The author indicates also the possibilities of its use not only in the groups of pre-service teacher trainers but also in the groups of in-service teachers.</abstract>

Digital portfolio in building teaching efficacy of pre-service teachers

<abstract xmlns="http://www.w3.org/1999/xhtml">CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in pedagogy, but a lot less in the epistemology of didactics. The present contribution aims to show how CLIL is an interface between conceptual research and practical implementation but that it cannot serve as a conceptual tool in the shaping of didactics as a field of research. Instead, concepts should be understood as context-dependent; they also vary with the subject matter to which language is connected (English for law differs from English for science) and therefore need the contribution of human sciences to emerge in their own rights.</abstract>

Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

<abstract xmlns="http://www.w3.org/1999/xhtml">This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order to formulate enrichment or intervention, to address any deficiency or lack of, and to assess whether such enrichment programs are effective for authentic, localized implementation of the MTB-MLE. The research instruments used in the first phase included survey and vocabulary assessment test. The researchers initially employed descriptive statistics to interpret the result. Majority of the respondents have established residency in Lopez, Quezon for at least four years. All of the pupils speak Tagalog only at home. The first phase of the research revealed that the pupils of Lopez West Elementary School Bldg. 1 performed satisfactorily in the language test. Most of them found that the most difficult words are generally content words. The initial results of this study serve as baseline information implying that the pupils’ level of understanding of the Lopezeños words needs enhancement and/or reinforcements; hence, there is an urgent need to implement the 2nd cycle of this action research. The second phase once implemented seeks to evaluate the effectiveness of the intervention and/or enrichment activities that may guide language teachers in the conduct of classroom-based, culturally sensitive, contextualized language instruction.</abstract>

Philippine Normal University, Philippines

Lopez West Elementary School, Philippines

Huntahan<xref ref-type="fn" rid="fn1_w2aab2b8b8b1b7b1ab1aaAa">*</xref> vocab assessment toward enriching mother tongue-based classroom practices

<abstract xmlns="http://www.w3.org/1999/xhtml">Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.</abstract>

Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

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Journal of Language and Cultural Education

 Journal of Language and Cultural Education (JoLaCE) is a double-blind peer-reviewed international journal promoting international scholarly exchange among researchers, academics, and professionals. It carries only original, previously unpublished full-length research and survey articles that reflect the latest research and developments in both theoretical and practical aspects of language, literary and cultural education. Review studies, research-in-progress reports, short research notes, commentaries, and in-field publications reviews are invited to be published as well.  Rejection Rate   53,2%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

Journal of Language and Cultural Education

Volume 3 (2015): Issue 1 (January 2015)

Forging new pathways for research on language learning motivation

Becoming an English language teacher: Continuities and Discontinuities

The perception of readiness for teaching profession: a case of pre-service trainees

Portfolio-work and its effects on listening comprehension of very young learners

Digital portfolio in building teaching efficacy of pre-service teachers

Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

Huntahan* vocab assessment toward enriching mother tongue-based classroom practices

Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

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