Pedagogical Strategies to Foster Target Language Use: A Nexus Analysis

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dc.contributor.authorDressler, Roswita
dc.contributor.authorMueller, Katherine
dc.date.accessioned2022-02-17T23:33:42Z
dc.date.available2022-02-17T23:33:42Z
dc.date.issued2022-02
dc.description.abstractFostering target language use in second language classrooms is a persistent challenge for teachers. A lack of specific guidelines in curriculum documents, inexperience with a wide variety of pedagogical approaches, and the tendency to default to English, have been documented as reasons behind this challenge. Strategies from the Neurolinguistic Approach (NLA) show promise for fostering target language use in a variety of contexts in Canada and abroad. This study examined the use of NLA strategies in one German Bilingual Program in western Canada. The oral modeling sequence and literacy loop were implemented by six K-6 teachers during three sets of two Intensive (German-only) Weeks during a collaborative action research project over the course of one year. Nexus analysis served as a conceptual framework for analysis of interview data. Teachers reported that the strategies led to more structured, purposefully planned, collaborative learning opportunities. Students quickly picked up the NLA oral modeling sequence structure which allowed teachers to promote meaningful communication. Teachers used the literacy loop to scaffold target language use in both oral and written modes. Teachers collaborated in planning and teaching in grade teams, with buddy classes, and as a German teaching team. These results suggest the applicability of these strategies for other dual language programs to foster target language use.en_US
dc.identifier.citationDressler, R. & Mueller, K. (2022). Pedagogical strategies to foster target language use: A nexus analysis. Canadian Modern Language Review, 78(1), 75-90. 10.3138/cmlr-2020-0084en_US
dc.identifier.doi10.3138/cmlr-2020-0084en_US
dc.identifier.issn0008-4506
dc.identifier.issn1710-1131
dc.identifier.urihttp://hdl.handle.net/1880/114422
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/39611
dc.language.isoengen_US
dc.publisherUniversity of Toronto Pressen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionacceptedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://www.utpjournals.press/about/open-accessen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectBilingual Programen_US
dc.subjectNeurolinguistic Approachen_US
dc.subjectsecond language pedagogyen_US
dc.subjectnexus analysisen_US
dc.subjectsecond language speakingen_US
dc.subjectsecond language writingen_US
dc.titlePedagogical Strategies to Foster Target Language Use: A Nexus Analysisen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
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