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Às práticas letradas que fazem uso dessas diferentes mídias e, consequentemente, de diversas linguagens, incluindo aquelas que circulam nas mais variadas culturas, deu-se o nome de multiletramentos. Segundo a professora Roxane Rojo, esses recursos são “interativos e colaborativos; fraturam e transgridem as relações de poder estabelecidas, em especial as de propriedade (das máquinas, das ferramentas, das ideias, dos textos), sejam eles verbais ou não; são híbridos, fronteiriços e mestiços (de linguagens, modos, mídias e culturas)".
Assim como na sociedade, os multiletramentos também estão presentes nas salas de aula. O papel da instituição escolar, diante do contexto, é abrir espaços para que os alunos possam experimentar essas variadas práticas de letramento como consumidores e produtores de informação, além de discuti-la criticamente. “Vivemos em um mundo em que se espera (empregadores, professores, cidadãos, dirigentes) que as pessoas saibam guiar suas próprias aprendizagens na direção do possível, do necessário e do desejável, que tenham autonomia e saibam buscar como e o que aprender, que tenham flexibilidade e consigam colaborar com a urbanidade", enfatiza Roxane. (V3_CADERNOS IFT_Multiletramentos.indd).
No ‘A’ de: Às práticas letradas que fazem uso dessas diferentes mídias (...)”, a crase se justifica:
Às práticas letradas que fazem uso dessas diferentes mídias e, consequentemente, de diversas linguagens, incluindo aquelas que circulam nas mais variadas culturas, deu-se o nome de multiletramentos. Segundo a professora Roxane Rojo, esses recursos são “interativos e colaborativos; fraturam e transgridem as relações de poder estabelecidas, em especial as de propriedade (das máquinas, das ferramentas, das ideias, dos textos), sejam eles verbais ou não; são híbridos, fronteiriços e mestiços (de linguagens, modos, mídias e culturas)".
Assim como na sociedade, os multiletramentos também estão presentes nas salas de aula. O papel da instituição escolar, diante do contexto, é abrir espaços para que os alunos possam experimentar essas variadas práticas de letramento como consumidores e produtores de informação, além de discuti-la criticamente. “Vivemos em um mundo em que se espera (empregadores, professores, cidadãos, dirigentes) que as pessoas saibam guiar suas próprias aprendizagens na direção do possível, do necessário e do desejável, que tenham autonomia e saibam buscar como e o que aprender, que tenham flexibilidade e consigam colaborar com a urbanidade", enfatiza Roxane. (V3_CADERNOS IFT_Multiletramentos.indd).
A palavra 'que' grifada no trecho: “Às práticas letradas que fazem uso dessas diferentes mídias(...)" é:
Às práticas letradas que fazem uso dessas diferentes mídias e, consequentemente, de diversas linguagens, incluindo aquelas que circulam nas mais variadas culturas, deu-se o nome de multiletramentos. Segundo a professora Roxane Rojo, esses recursos são “interativos e colaborativos; fraturam e transgridem as relações de poder estabelecidas, em especial as de propriedade (das máquinas, das ferramentas, das ideias, dos textos), sejam eles verbais ou não; são híbridos, fronteiriços e mestiços (de linguagens, modos, mídias e culturas)".
Assim como na sociedade, os multiletramentos também estão presentes nas salas de aula. O papel da instituição escolar, diante do contexto, é abrir espaços para que os alunos possam experimentar essas variadas práticas de letramento como consumidores e produtores de informação, além de discuti-la criticamente. “Vivemos em um mundo em que se espera (empregadores, professores, cidadãos, dirigentes) que as pessoas saibam guiar suas próprias aprendizagens na direção do possível, do necessário e do desejável, que tenham autonomia e saibam buscar como e o que aprender, que tenham flexibilidade e consigam colaborar com a urbanidade", enfatiza Roxane. (V3_CADERNOS IFT_Multiletramentos.indd).
A palavra dessas refere-se:
Às práticas letradas que fazem uso dessas diferentes mídias e, consequentemente, de diversas linguagens, incluindo aquelas que circulam nas mais variadas culturas, deu-se o nome de multiletramentos. Segundo a professora Roxane Rojo, esses recursos são “interativos e colaborativos; fraturam e transgridem as relações de poder estabelecidas, em especial as de propriedade (das máquinas, das ferramentas, das ideias, dos textos), sejam eles verbais ou não; são híbridos, fronteiriços e mestiços (de linguagens, modos, mídias e culturas)".
Assim como na sociedade, os multiletramentos também estão presentes nas salas de aula. O papel da instituição escolar, diante do contexto, é abrir espaços para que os alunos possam experimentar essas variadas práticas de letramento como consumidores e produtores de informação, além de discuti-la criticamente. “Vivemos em um mundo em que se espera (empregadores, professores, cidadãos, dirigentes) que as pessoas saibam guiar suas próprias aprendizagens na direção do possível, do necessário e do desejável, que tenham autonomia e saibam buscar como e o que aprender, que tenham flexibilidade e consigam colaborar com a urbanidade", enfatiza Roxane. (V3_CADERNOS IFT_Multiletramentos.indd).
Às práticas letradas que fazem uso dessas diferentes mídias e, consequentemente, de diversas linguagens, incluindo aquelas que circulam nas mais variadas culturas, deu-se o nome de multiletramentos. Segundo a professora Roxane Rojo, esses recursos são “interativos e colaborativos; fraturam e transgridem as relações de poder estabelecidas, em especial as de propriedade (das máquinas, das ferramentas, das ideias, dos textos), sejam eles verbais ou não; são híbridos, fronteiriços e mestiços (de linguagens, modos, mídias e culturas)".
Assim como na sociedade, os multiletramentos também estão presentes nas salas de aula. O papel da instituição escolar, diante do contexto, é abrir espaços para que os alunos possam experimentar essas variadas práticas de letramento como consumidores e produtores de informação, além de discuti-la criticamente. “Vivemos em um mundo em que se espera (empregadores, professores, cidadãos, dirigentes) que as pessoas saibam guiar suas próprias aprendizagens na direção do possível, do necessário e do desejável, que tenham autonomia e saibam buscar como e o que aprender, que tenham flexibilidade e consigam colaborar com a urbanidade", enfatiza Roxane. (V3_CADERNOS IFT_Multiletramentos.indd).
“Art. 75. O serviço noturno, prestado em horário compreendido entre ____________ horas de um dia e _____________ horas do dia seguinte, terá o valor-hora acrescido de _________________________, computando-se cada hora como cinquenta e dois minutos e trinta segundos".
A alternativa correta é:
Escola do século XXI: espaço de construção e produção de conhecimentos.
A luta em defesa de uma educação pública gratuita, democrática e de qualidade não é algo novo, nem uma invenção da primeira década desde séculos, embora seja sua prioridade. Desde o século XVIII, constitui uma das principais pautas de o reivindicações e motivo de luta de vários segmentos sociais. Tais movimentos políticos foram fundamentais para a construção da educação pública, que, desde aquela época, se constitui como espaço de disputa hegemônica, no qual se confrontam dois projetos educacionais, um excludente e seletivo e outro, pautado por princípios de solidariedade e inclusão.
Tradicionalmente, sob a perspectiva educacional seletiva, tem-se garantido que os educandos advindos das classes dominantes e média tenham acesso à unidade educacional e nela permaneçam, desde as primeiras letras até a educação superior. Já os filhos da classe trabalhadora, desde o início de sua vida educacional, são constantemente ameaçados de exclusão e, em grande parte de fato excluídos. A ausência de políticas que garantam a todos o direito à educação expressa a concepção de setores da sociedade para os quais não é necessário que essas crianças ou jovens tenham acesso à formação geral, pois, ou considera-se que seja desnecessária ao tipo de trabalho que desenvolvem ou esta pode significar perigo à ordem estabelecida.
Contrariamente à perspectiva seletiva, existe uma outra, cujo principio fundamental é a inclusão. Nesse sentido, defende se a educação como direito de todos os indivíduos independentemente de origem social, de sexo, de cor, de etnia, de credo e de diversidades físicas, mentais ou sensoriais. A todo ser humano deve ser garantida a oportunidade de viver plenamente todas as fases de sua vida, bem como ter acesso às experiências mais significativas que a humanidade acumulou.
A disputa entre estas duas perspectivas acontece tanto nas esferas do poder constituído, no executivo, no legislativo e no judiciário, como nas várias organizações da sociedade civil, entre elas os meios de comunicação, igrejas, partidos políticos, etc. No entanto, é necessário lembrar que tal disputa não se limita a essas instâncias; ela se dá, também, no espaço das unidades educacionais em geral, assim como na sala de aula.
O fazer pedagógico pode contribuir para a formação tanto de indivíduos unilaterais, alienados e acomodados à sua realidade no intuito de transformá-la. O fracasso escolar e a negação do direito ao acesso à educação formal reforçam a exclusão e se constituem como mecanismos utilizados pelos setores hegemônicos para a manutenção de seus privilégios. A construção da hegemonia ocorre, entre outras formas, com a desvalorização da cultura popular, que se dá no cotidiano nesse caso, da unidade educacional e pela difusão de ideias de que são ilegítimos os hábitos, os valores e as atitudes da maioria da população e, em específico, dos usuários da escola pública.
A palavra escola em grego significa ócio. Na Idade Média, surgiu para atender à demanda de uma nova classe social, a elite, que necessitava ocupar seu tempo ocioso de forma nobre e digna. Este lugar era a escola que, inicialmente, era espaço de lazer e, consequentemente, para o prazer. Como A alteração da ordem das palavras só provoca alteração passar do tempo começava a perder este significado a ser vista como um lugar onde se adquire novas informações, que na maioria das vezes acabam sendo dissociadas da realidade.
Hoje, a escola deve ser vista como um lugar de construção e troca de conhecimentos entre professor-alunos e alunos-sociedade. A escola deveria propiciar um ambiente atrativo para manter seus alunos em sala. Para isso, deve preparar seus professores e utilizar metodologias inovadoras para o aprimoramento do processo educativo.
Com a utilização de metodologias inovadoras na prática pedagógica do professor, pode-se montar uma teia entre o saber do mundo real e a escola, levando-se em conta as diversas culturas e o intercambio entre professor-aluno dinamizando e enriquecendo a educação.
A sala de aula agora é uma janela aberta para o mundo e o professor o responsável por facilitar a aprendizagem e proporcional situações que desenvolvam no estudante a capacidade de pensar por si mesmo, incentivando-o continuamente a buscar o conhecimento.
Fonte: Conhecimento Prático: Língua Portuguesa, n. 38, p.21.
Identifique o fragmento que denuncia o interesse de políticas escusas na manutenção do poder:
I. tiver cancelada sua naturalização, por sentença judicial, em virtude de atividade nociva ao interesse nacional;
II. adquirir outra nacionalidade, salvo no caso de reconhecimento de nacionalidade originaria pela lei estrangeira;
III. adquirir outra nacionalidade, salvo no caso de imposição de naturalização, pela norma estrangeira, ao brasileiro residente em estado estrangeiro, como condição para permanência em seu território ou para o exercício de direitos civis.
Após a análise dos itens, marque a alternativa correta:
CALVET, Louis-Jean. Sociolinguística: uma introdução crítica. São Paulo: Parábola, 2002, p. 77-79.
Com base nas ideias de Louis-Jean Calvet e na teoria da variação linguística, pode-se afirmar que o(a)
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The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
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The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
Text l
The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
Text l
The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
Text l
The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
Text l
The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
Text l
The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
Text l
The benefit of immersive language-learning experiences and how to create them
by Maija Kozlova,
May 19, 2021 u
'What's the best way to learn English, teacher?' This was probably one of the most frequently asked questions I was asked as an English teacher.
All students wanted to know the answer, regardless of their ability or context, from busy bankers in Santiago, Chile, to teenagers in the language centres in Bogotá and Phnom Penh, to kids in the summer language schools in the UK. They all wanted to know if there is a particularly effective method that would magically speed up the process of learning.
The answer was not always what the students were prepared to hear: it wasn't a set of prescribed grammar exercises they could complete, a clever mobile app they could use, or a pedagogically exceptional textbook they could work through. The answer was often met with disappointment as it was easier said than done: 'If you want to learn a language, you have to surround yourself with it and use it,' I'd often say. 'Speak, listen, respond – communicate!’I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
I was not recommending immersive communication as a method of learning just because I was trained in it during my CELTA or researched it for my MA in Applied Linguistics. I firmly stood behind this approach because I've lived through it. Growing up, my first two 'foreign' languages were learned in the countries where they were spoken and it was not until I went to an international university where English was unavoidable that I truly mastered that language as well.
What does the research tell us?
There are numerous studies that show that students who are exposed to the language they're learning in an immersive way, be it through a bilingual immersion programme at their school or a study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target language.
We are wired to desire emotional and social connection, and when placed in contexts where such connection is only available through a foreign language, our motivation to acquire it increases. This is why learning a language in the country where it is spoken is so effective – it offers an opportunity for complete language immersion. Lots of communicative language lessons aim to mimic such immersion through meaningful context, extensive second language (L2) input and emotional engagement.
While immersive language experiences are effective in students of all ages, they can bear remarkable results in children. In second language acquisition research, there is something called 'the critical period hypothesis' (CPH). It holds that all humans have a period (usually at a young age) during which it is possible to achieve full native competence when learning a language in a linguistically rich, immersive environment – something that has not been observed with adults.
CPH is not universally accepted and has been contested (e.g. Vanhove 2013). There are numerous studies that support the notion that children are known to be more open to learning a language intuitively, through communication, rather than through learning a set of strict rules, and that early language exposure sets learners up for success and confidence later in life (e.g. Abrahamsson and Hyltenstam 2009, Birdsong 2009, DeKeyser 2012).
How can we create immersive experiences?
Not everyone has the opportunity to travel or study abroad for extensive periods of time in order to brush up on their English. Luckily, we live in a world where the merge of globalisation and digitalisation has produced many opportunities for learners to be exposed to English in a variety of contexts. These include, but are not limited to:
- watching films and videos
- listening to songs
- commenting on online videos
- engaging in online discussions
- attending webinars and online courses in English
- playing video games!
This last point is something that we are exploring with English Adventures with Cambridge – our new Minecraft world. Designed specifically with young learners in mind (ages 8–11), it boasts a linguistically rich environment built using the vocabulary and structures accessible for learners at A1–A2 levels of the Common European Framework of Reference for Languages (CEFR).
It provides learners with an opportunity to interact with the language that is accessible at their level in an authentic way. Misunderstood or missed something? Not a problem! Just like in real life, a misunderstanding will lead to opportunities for clarification in context, which, coupled with the emotional engagement fostered by the narrative, creates authentic learning experiences.
Immerse your child in our Minecraft world!
English Adventures with Cambridge is our exciting new world created by world-leading English assessment experts in collaboration with Minecraft. Inspire your young learners to develop their English skills beyond the classroom in a way they will never forget.
https://www.cambridgeenglish.org/blog/the-benefit-of-immersivelanguage-learning-experiences-and-how-to-create-them/
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