Language Development across the Life Span

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Language Development across the Life Span

Kaup valmöguleikar

This book offers insights from a seven-year study into the impact of English as an International Language at a national level, from the effect of rich English input on a previously monolingual people’s linguistic repertoire to its effect on the situated language use demanded of speakers who find themselves in a new linguistic environment for which they have not been prepared. The changes described in the book have occurred in a speech community that identifies strongly with the local language, but finds itself increasingly having to use another language to perform daily functions in education and work.

Nánar um bókina

Útgefandi
Springer Nature
ISBN
9783319678047
Print ISBN
9783319678030
Format
Page Fidelity (PDF)
Útgáfa
0
Höfundar
Author
Tungumál
English
Útgefið
2017-11-15
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Contents
  • Language Development Across the Life Span. English in Iceland: From Input to Output
  • 1 Introduction
  • 2 Motivation and Purpose of the Book
  • 3 Theoretical Framework
  • 4 Contributions
  • 5 Structure of the Book
  • References
  • The Policies and Contexts that Frame English Education and Use in Iceland
  • 1 Introduction
  • 2 The Presence of English in Iceland
  • 2.1 A Brief Historical Overview
  • 2.2 A Common Nordic Policy
  • 2.3 Icelandic Language Policy
  • 3 English in Primary Education
  • 3.1 The National Curriculum Guide for the Primary Level (1st –10th Grade)
  • 3.2 Instruction at the Primary Level, 1–10th Grade
  • 3.3 Educational Outcomes – Icelandic Children’s English Proficiency
  • 4 Formal English Instruction at the Secondary Level (11–14)
  • 4.1 Curriculum Guide for the Secondary Level
  • 4.2 Curriculum and Instruction at Secondary Level (Year 11–14)
  • 4.3 Standardized Tests of English at Secondary Level
  • 5 Conclusions
  • References
  • English Exposure, Proficiency and Use in Iceland
  • 1 Introduction
  • 2 English Exposure and Use by Children Outside the Classroom
  • 2.1 Children’s Programming and Exposure
  • 2.2 Children’s English Language Use
  • 3 The Use of English in Iceland by Adults
  • 3.1 The Use of English by Age
  • 4 Diary Studies: An Average Day with English in Iceland
  • 5 Icelanders’ Perceptions of Their English Proficiency
  • 5.1 Age
  • 6 Conclusions
  • References
  • English Exposure and Vocabulary Proficiency at the Onset of English Instruction
  • 1 Introduction
  • 2 Age, Input and Language Learning
  • 3 Vocabulary Acquisition
  • 4 Motivation
  • 5 Measuring Children’s Language
  • 6 Methodology
  • 6.1 Participants
  • 6.2 Survey and Testing Instruments
  • 6.3 Data Collection and Analysis
  • 7 Results
  • 7.1 The Nature of English Exposure, the Ideal and Ought to Self in 4th Grade
  • 7.2 English Lexical Proficiency in 4th Grade
  • 7.3 Context Contribution to 4th Grade Student’s Vocabulary Success
  • 7.4 Lexical Success Models
  • 8 Discussion
  • 9 Conclusion
  • References
  • Learning and Using English: The Views of Learners at the End of Compulsory Education
  • 1 Introduction
  • 2 Research on Teaching and ELF
  • 3 English and the Icelandic National Curriculum Guide
  • 4 Research on Teaching and Learning English in Iceland
  • 5 The Study
  • 5.1 Participants
  • 5.2 Instruments
  • 5.3 Data Collection and Analysis
  • 6 Results
  • 6.1 Learners Perceived Proficiency in English
  • 6.2 Current and Future English Use
  • 6.3 Attitudes to English as a School Subject
  • 7 Discussion
  • 8 Conclusion
  • References
  • Academic Vocabulary Proficiency and Reading Comprehension Among Icelandic Secondary School Students
  • 1 Introduction
  • 2 How Much Vocabulary is Needed for Functional Academic Reading in English?
  • 3 The Study
  • 3.1 Methodology
  • 3.2 The Vocabulary Test
  • 3.2.1 Participants
  • 3.2.2 Instruments
  • 3.3 The Reading Test
  • 3.3.1 Participants in the 2015 Reading Comprehension Test
  • 3.3.2 Reading Comprehension Instruments
  • 3.3.3 Administration of the Reading Test
  • 4 Results
  • 4.1 Results from the Vocabulary Test in 2013
  • 4.2 Results from the Reading Test in 2015
  • 5 Discussion
  • 6 Conclusion
  • References
  • Perceptions of Relevance of English Education at Secondary School
  • 1 Introduction
  • 2 Background
  • 2.1 Exposure
  • 2.2 English at School in Iceland
  • 2.3 Dörnyei’s L2 Motivational Self System and Recent Research
  • 2.4 The Concept of Relevance
  • 3 Methodology
  • 3.1 Method
  • 3.2 Participants
  • 3.3 Analysis
  • 4 Results
  • 4.1 Dörnyei’s Motivational Framework
  • 4.2 Perceived and Actual Uses after School
  • 4.3 Perceived Proficiency and Gains at School and After School
  • 5 Discussion
  • 5.1 Implications for Dörnyei’s Framework
  • 5.2 Implications for Learning and Teaching English in a New Linguistic Environment
  • 6 Conclusion
  • References
  • Using English at University
  • 1 English in Academia
  • 2 English at Icelandic Universities
  • 2.1 Textbooks in English at the University of Iceland
  • 3 The Study
  • 3.1 Surveys
  • 3.2 Results of the Surveys
  • 3.3 Interviews
  • 4 Discussion
  • 5 Implications
  • References
  • Simultaneous Parallel Code Use
  • 1 Introduction
  • 2 English as an Academic Language in Iceland
  • 3 Simultaneous Parallel Code use
  • 4 The Study
  • 4.1 Methodology and Participants
  • 5 Discussion
  • 6 Conclusions
  • References
  • University Instructors’ Views on Using Curriculum Materials in English
  • 1 Introduction
  • 2 Theoretical Background
  • 3 The Study
  • 3.1 Findings from the Survey
  • 3.2 Findings from the Interviews
  • 3.2.1 Extra Workload and Working with Two Languages
  • 3.2.2 Support to Students
  • 3.2.3 Benefits
  • 4 Summary of Findings
  • 5 Discussion
  • 6 Conclusion
  • References
  • Writing English for Research and Publication Purposes (ERPP): Personal Identity and Professional
  • 1 Introduction
  • 2 Theoretical Foundations
  • 3 Writing in a Second Language
  • 4 Policies and Practices in Iceland
  • 5 Investigating Faculty Members’ Experience: Methods
  • 5.1 The First Phase: The Surveys
  • 5.2 The Second and Third Phase: Interviews
  • 6 Findings
  • 6.1 Exposure to English When Growing Up
  • 6.2 The Academic World Is International
  • 6.3 The Experience of Writing in English
  • 6.4 Coping
  • 6.5 The Psychological Dimensions
  • 6.6 Writing for the Icelandic Community
  • 7 Discussion
  • 8 Conclusions
  • References
  • Conclusions
  • References