JURE 2012 Programme book - EARLI Jure 2012

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Monday, July 23 JURE 2012 Conference Programme Improving English Speaking Performances and Self-‐confidence through Multilingual Education Marrit Jansma Edwin L. Klinkenberg, René J.J.M. Jorna, & Greetje van der Werf The study presented in this paper, focuses on the effect of multilingual primary education on English oral language competences and the level of self-‐confidence when speaking in English. An increasing number of schools start trilingual education programmes, where besides the majority and the minority language a foreign language (English) is instructed (Ytsma, 2001). Regarding previous research can be hypothesized that there is more positive transfer when pupils, who already are educated bilingual, learn an additional language (Brohy, 2001; Cenoz and Genesee, 1998; Cummins, 1987). In addition, because of the usage of the different languages, their self-‐confidence in speaking the foreign language can increase as well (Dewaele, Petrides and Furnham 2008). When this is applied to the multilingual language situation of this study, it could be that pupils of multilingual schools have advantages when learning English. In a cross-‐sectional comparison, we tested whether trilingual education indeed enhances English speaking performances and self-‐confidence. The study includes monolingual, bilingual and trilingual schools with a total of 600 participating pupils from 4th till 6th grade (age 9-‐12). Pupils’ English vocabulary and oral language competences were tested. In addition, the amount of encouragements made by the experimenter and total amount of time when pupils speak in English was measured. We found that pupils of trilingual schools, 9-‐11 years old, have larger English vocabulary and are better English speakers compared to pupils of monolingual and bilingual schools. However, when the pupils are 11-‐12 years old, this advantage seems to disappear. Furthermore, instead of what was expected, pupils of bilingual schools needed the least encouragement and amount of time to speak in English. The presentation will give more details of the results and will discuss possible explanations of the results. Second-‐Language Teacher Judgment: Accuracy, Moderators, and Consequences Mingjing Zhu The study examines the accuracy, moderators, and psychological consequences of second-‐ language teacher judgments of students’ English skills. Sixteen English teachers assessed English competencies as well as motivational and emotional characteristics of 505 Chinese fifth-‐grade students. Students completed a standardized English test and a self-‐report questionnaire on motivation and emotion. The results show that teachers could judge the rank order of students’ achievement and motivation very well but were not good at judging students’ test anxiety. Multilevel modeling reveals that student gender and achievement level moderated the relation between teachers’ judgments of achievement and student achievement. Moreover, teachers overestimated students’ actual level of achievement. Underestimated students in comparison to overestimated students, despite of obtaining the same achievement, had lower self-‐concept, lower self-‐efficacy, and felt more test anxiety and shame. Even though second-‐language teacher judgment is fairly accurate, teacher’s misjudgment of student achievement is related to serious motivational and emotional consequences. Coffee/Tea 16:15-‐16:45, Foyer Ground Floor 22
JURE 2012 Conference Programme Monday, July 23 Roundtable Sessions 16:45-‐18:15 RO.1.1. Learning Trajectories in Higher Education Round Table Session, 16.45-‐18.15, Room: VG 0.04 Chair: Anett Wolgast A multilayered development path Katerina Bohle Carbonell R. Stalmeijer, M. Segers, & J. van Merrienboer Changes in the work environment require universities to reconsider the learning environment they offer. Two important changes relate to the organization of work around teams and the greater volatility in professional knowledge and tasks. In order to prepare graduates for this work environment, universities need to stimulate their abilities to work in a team and put them on the path of adaptive expertise. This implies that learning should happen in two related layers: Individual learning to become adaptive professionals and team learning to become efficient team workers. The paper presents a learning model which takes those two layers into account. The individual layer, considered to be the core of the learning sphere, describes how adaptive expertise can be developed through the mastery of divergent and critical thinking. The next layer of learning, team learning, provides the social context in which individual learning happens. Events related to team learning influences the development of individual learning and thus if individuals will be able to develop into adaptive experts. In order to test this model, three questionnaires have been developed to measure the concepts within the individual learning layer. These have been distributed to a test population. In a second pilot, the complete learning model will be tested. A method is being thought to measure the interaction between individual and team learning. Student Journeys into International Higher Education Paul Gilliam The paper takes a new approach into how international students selected their United Kingdom (UK) University. The strategic importance of income generated by international students to UK colleges and universities is documented but this research is primarily focused on the students’ reflection of their higher educational experience. Interviews will be held back in the student’s home country. Students will be selected, using purposive sampling, from different cultures and from differently ranked UK Universities This qualitative research methodology study uses narrative inquiry. The objective is to allow individual students to tell their personal stories of their expectations before and after their studies as well as their views on the benefits and limitations of UK higher education. A key objective is to develop new approaches to measuring student satisfaction primarily from a pedagogic viewpoint to aid curricula development. Its findings should also be of interest for marketing purposes and could well have conclusions that can form the basis of wider research. Views from employers of returning students will also be sought. Early research in the UK is confirming that the approach should yield important new insights. The researcher became the Academic Leader of Asia’s first University campus in London in 2007, following a career in teaching and management at a leading UK University. Professional marketing and management experience in industry and higher education together with ongoing teaching and pastoral care of international students supports this researcher’s reflexive study. The new social media come in for close examination and the paper introduces some thoughts about their true significance in the influencing or decision making process, even likening them to the coffee houses that dominated C17th and C18th Century life in London and 23
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