Journal of Research in Innovative Teaching - National University

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Conclusion SL learning must be a two-way process, like a two-way maintenance bilingual education model that requires a SL to be developed simultaneously with maintaining the first language for all non- English speaking students. So, in promoting bilingualism, society has to be fair and support SL learning not only for immigrants but also for the local population. Unfortunately, this is not the case, because it is often influenced by political factors. A society can be peaceful, successful, and equitable to its members only if it is balanced. Any imbalance, whether caused unintentionally or deliberately, when dictated by special group interests, leads to the societal imbalance that immediately creates a tension due to the shift of equilibrium and dooms any promising progressive initiatives. This must be understood by the governments and by all cultural groups co-existing in a nation and must be explained to all members of the society. No one can reap a benefit at the expense of others for a long time; eventually, it will be revoked. Therefore we can identify four major goals in attaining national balanced bilingualism: • The concept of balanced, symmetrical bilingualism and bilingual education for all citizens has to be accepted and become a part of the national social order. • Schools need to adopt effective instructional methodologies and technologies that ensure fast and productive SL and FL development. • The efforts to use existing innovative approaches or design more advanced ones should be enhanced. • To implement new learning models, teachers capable of producing tangible outcomes ought to be prepared. This can be done by updating existing teacher preparation programs, integrating in them effective FL methodologies, and offering professional development events conducted by experts in innovative learning. Integration of the principles and practical recommendations presented here may help improve SL learning outcomes and reduce the time for developing proficiency, thus producing both educational and economic effects while helping to more expeditiously integrate immigrants into society. This would significantly benefit social and intercultural relationships within the nation. References Abu-Rabia, S. (1999). Attitudes and psycholinguistic aspects of first language maintenance among Russian-Jewish immigrants in Israel. Educational Psychology: An International Journal of Experimental Educational Psychology, 19(2), 133–148. Arnesen, A., Hadzhitheodoulou-Loizidou, Bîrzéa, P., Essomba, C., Angel, M., & Julie, A. (2009). Policies and practices for teaching sociocultural diversity: Concepts, principles and challenges in teacher education. Council of Europe Publishing, Strasbourg Cedex, France. Bennett, M. (1998). Basic concepts of intercultural communication. Boston: Intercultural Press. Bernhardt, E. (1998) Sociohistorical perspectives on language teaching in the modern United States. In H. Byrnes (Ed.), Learning foreign and SLs: Perspectives in research and scholarship. New York: The Modern Language Association of America. Chomksy, N. (1968). Language and mind. New York: Harcourt Brace Jovanovich. Cummins, J. (1981). Biliteracy, language proficiency, and educational programs. In J. R. Edwards (Ed.), The social psychology of reading (pp. 131–146). Silver Spring, MD: Institute of Modern Languages. Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles: California Association for Bilingual Education. 133
Csikszentmihalyi, M. (1982). Toward a psychology of optimal experiences. Review of Personality and Social Psychology 3, 13–36. Cziko, G., Lambert, W., & Gutter, R. (1980). French immersion programs and students’ social attitudes: A multidimensional investigation. Journal of the National Association for Bilingual Education, 4(2), 19–30. Hadley, A. (2000) Teaching language in context (3rd ed.) Boston: Heinle & Heinle. Hanson, V. (2003). Facing up to it in California. National Review, 55(18), 33–35. Haegema, L. (1994) Introduction to government and binding theory (2nd ed.). Oxford: Basil Blackwell. Kinberg, M. (2001). Perspectives on FL immersion programs. Lewiston, NY: The Edwin Mellen Press. Kinberg, M., & Serdyukov, P. (2006). Bilingualism and American national unity: Prosand cons of bilingual education. Lewiston, NY: Edward Mellen Press. Kinberg, M., and Serdyukov, P. (2004) A balanced relationship of languages in a bilingual society. NABE Journal of Research and Practice. 2(1), 214–224. Kitaigorodskaya, G. (1995). Intensive foreign language training: History, current status and future trends (Moscow: MGU, Krashen, S. (1982). Principles of first and SL acquisition. Oxford: Pergamon. Krashen, S. (1996). Under attack: The case against bilingual education. Culver City, CA: Language Education Associates. Latham, A. (1998). The advantages of bilingualism. Educational Leadership, 56(3), 79–80. Leclercq Jean-Michel (2004). Facets of interculturality in education. Strasbourg Cedex, France: Council of Europe Publishing. Lee, P. (1996). Cognitive development in bilingual children: A case for bilingual instruction in early childhood. Bilingual Research Journal, 20(3/4), 499–534. LoBianco, J., Liddicoat, A., & Crozet, C. (Eds.). (1999). Striving for the third place: Intercultural competence through language education. Melbourne: Language Australia. Lozanov, G. (1978). Suggestology and outlines of suggestopedy. New York: Gordon&Breach. Nation, P. (2003). The role of the first language in FL learning. Asian EFL Journal. Retrieved from www.asian-efijournal.com/june_2003_pn.pdf Note, N., Fornet-Betancourt, R., Estermann, J.,& Aerts, D. (2009). Worldviews and cultures: Philosophical reflections from an intercultural perspective, Springer Science. Schwarz, R. (1997). Learning disabilities and FL learning. LD OnLine. Retrieved from http://www.ldonline.org/ article/Learning_Disabilities_and_ Foreign_Language_Learning. Serdyukov, P. (2008). Accelerated learning: What is it Journal of Research in Innovative Teaching, 1(1), 2008, 36– 59. Serdyukov, P., & Serdyukova, N. (2004). Intensive short-term learning: Some approaches to contemporary adult education. Int. J. Cont. Engineering Education and Lifelong Learning, 14(1/2), 58–67. Sparks R., & Ganshow, L. (1993). The impact of native language learning problems on FL learning: Illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77(1), 58–74. Storti, C. (1994). Cross-cultural dialogues. Boston: Intercultural Press. Wee, L. (2003). Linguistic instrumentalism in Singapore. Journal of Multilingual and Multicultural Development, 24(3), 211–224. About the Author Peter Serdyukov Doctor of Pedagogic Sciences, PhD, Professor Department of Teacher Education School of Education National University La Jolla, CA pserdyuk@nu.edu Research interests: Distance education, online learning, adult learning, accelerated and intensive learning, instructional design, ESL methodology, bilingual education, professional development 134
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 184 and 185: Figure 1. The Nonlinear Relationshi
Page 186 and 187: About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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