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Giving learners a multicultural voice: An English speaking university context

  • Anna Nunan is a Lecturer in TESOL at the Applied Language Centre, University College Dublin and Module Coordinator for a large scale university-wide language programme. Recently she has focused on the development of innovative models of language teaching, CEFR applications and language teacher education in HE.

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Published/Copyright: October 7, 2017
Language Learning in Higher Education
From the journal Language Learning in Higher Education Volume 7 Issue 2

Abstract

Difficulties establishing support for English speakers taking second language electives in postsecondary education in Ireland led to research on how language classes could be more accessible, multicultural, plurilingual and relevant for students in a university language centre. It is important to try and discover why students choose a foreign language module in an English speaking context, how prior experiences of language learning are processed by these students and how student suggestions for future semester offerings may be relevant to changing paradigms in language learning. 2,600 student evaluations over 3 semesters were analysed in relation to student motivation in taking a foreign language elective. 25 students were interviewed on their motivation in language learning, prior experience of language learning and suggestions for future language modules. Motivation in language learning is a complex process (Dörnyei 2003, Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning 53(S1). 3–32) yet encouraging numbers in an Institution-Wide Language Programme prompted the question of why students choose a language elective from a wide range of options and pursue the language enthusiastically providing positive feedback despite minimal support from their academic discipline. The results reveal an interest in plurilingualism and multiculturalism that is not being addressed by secondary school education and an experience of prior language learning that falls significantly short of the benefits of multicultural and plurilingual approaches to language teaching. Integrated didactic approaches to languages studied and culturally oriented materials have the potential to redefine the student experience of language learning, reinforce plurilingual curriculum design (Piccardo 2013, Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly 47(3). 600–614) and enhance intercultural growth.

Keywords: second language learning; motivation in language learning; intercultural competence; plurilingualism

About the author

Anna Nunan

Anna Nunan is a Lecturer in TESOL at the Applied Language Centre, University College Dublin and Module Coordinator for a large scale university-wide language programme. Recently she has focused on the development of innovative models of language teaching, CEFR applications and language teacher education in HE.

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Published Online: 2017-10-7
Published in Print: 2017-10-26

© 2017 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Articles
  3. Conversational interaction and the development of conversational competence in additional languages in higher education: Considerations for students, language centres, and language policy developers
  4. An intensive presentations course in English for aeronautical engineering students using cyclic video recordings
  5. La vita è bella (Benigni 1997) and its subtitled versions in the teaching of L2 English, Spanish and German
  6. Savoir disciplinaire au service de la pensée critique en cours de français juridique : Leçons de la psychologie cognitive
  7. Mother-tongue diversity in the foreign language classroom: Perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university
  8. Speaking assessment perceptions and practices of English teachers at tertiary level in the Turkish context
  9. Classroom assistants for foreign language pedagogy
  10. Optimizing language instruction at the tertiary level: student needs analysis toward educational change
  11. Giving learners a multicultural voice: An English speaking university context
  12. Activity Reports
  13. Language Centres as translation-service providers: Joining forces at European level
  14. Evidencing the passion of language teachers’ research engagement: The case of a University Pedagogy ALMS course module
  15. Certifying the linguistic and communicative competencies of teachers in English-medium instruction programmes
https://doi.org/10.1515/cercles-2017-0018
Keywords for this article
second language learning; motivation in language learning; intercultural competence; plurilingualism

Articles in the same Issue

  1. Frontmatter
  2. Articles
  3. Conversational interaction and the development of conversational competence in additional languages in higher education: Considerations for students, language centres, and language policy developers
  4. An intensive presentations course in English for aeronautical engineering students using cyclic video recordings
  5. La vita è bella (Benigni 1997) and its subtitled versions in the teaching of L2 English, Spanish and German
  6. Savoir disciplinaire au service de la pensée critique en cours de français juridique : Leçons de la psychologie cognitive
  7. Mother-tongue diversity in the foreign language classroom: Perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university
  8. Speaking assessment perceptions and practices of English teachers at tertiary level in the Turkish context
  9. Classroom assistants for foreign language pedagogy
  10. Optimizing language instruction at the tertiary level: student needs analysis toward educational change
  11. Giving learners a multicultural voice: An English speaking university context
  12. Activity Reports
  13. Language Centres as translation-service providers: Joining forces at European level
  14. Evidencing the passion of language teachers’ research engagement: The case of a University Pedagogy ALMS course module
  15. Certifying the linguistic and communicative competencies of teachers in English-medium instruction programmes
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