KHÁM PHÁ CÁC KHÍA CẠNH XÃ HỘI VÀ CẢM XÚC CỦA VIỆC DẠY VÀ HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ
Nội dung chính của bài viết
Tóm tắt
Bài báo nghiên cứu các khía cạnh xã hội và cảm xúc vốn có trong việc dạy và học tiếng Anh như một ngoại ngữ (EFL). Nhận thức được bản chất đa chiều của việc học ngôn ngữ, nghiên cứu này nhấn mạnh tầm quan trọng của việc lồng ghép các chiến lược học tập cảm xúc xã hội (SEL) vào lớp học Tiếng Anh. Nghiên cứu đã tiến hành quan sát toàn diện các hoạt động học tập cảm xúc xã hội trong một lớp học Tiếng Anh lớp 10, sử dụng bảng quan sát học tập cảm xúc xã hội được thiết kế dựa trên Phiếu tự đánh giá 10 Phương pháp giảng dạy hỗ trợ học tập cảm xúc xã hội của nhóm tác giả Yoder và Gurke (2017). Quá trình quan sát kéo dài ba tuần, bao gồm tám tiết của một bài học, mỗi tiết 45 phút, tập trung vào 10 phương pháp giảng dạy hỗ trợ học tập cảm xúc xã hội. Kết quả nghiên cứu cho thấy một số điểm mạnh trong thực hành giáo dục cảm xúc xã hội của cả giáo viên và học sinh như phương pháp dạy học lấy học sinh làm trung tâm, ngôn ngữ của giáo viên, sự ấm áp và hỗ trợ, thể hiện môi trường lớp học tích cực. Tuy nhiên, các lĩnh vực cần cải thiện đã được xác định, bao gồm: việc thực hiện chưa nhất quán trách nhiệm và lựa chọn của người học, tự đánh giá của người học, việc sử dụng linh hoạt và đa dạng phương pháp giảng dạy của giáo viên. Từ đó, bài báo đề xuất cần thực hành các phương pháp học tập cảm xúc xã hội nhất quán hơn, thường xuyên hơn và rõ ràng hơn nhằm tạo ra môi trường học tập năng động trong các lớp học Tiếng Anh.
Chi tiết bài viết
Từ khóa
học tập cảm xúc xã hội , học ngôn ngữ , dạy tiếng Anh , yếu tố nhận thức , yếu tố phi nhận thức
Tài liệu tham khảo
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Blake, B. & Pope, T. (2008). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms. Journal of Cross-Disciplinary Perspectives in Education 1(1), 59-67.
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Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
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Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. (2015). What does evidence-based instruction in social and emotional learning actually look like in practice? A brief on findings from CASEL’s program reviews. Collaborative for Academic, Social and Emotional Learning.
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Elias, M., & Arnold, H. (2006). The educator’s guide to emotional intelligence and Academic achievement. Thousand Oaks, Corwin Press.
Goleman, D. (2005). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development and social and emotional learning. In J. E. Zins, R. W. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 135–150). Teachers College Press.
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https://doi.org/10.3102/0013189X09339057
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Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23.
Morrison, B. (2007). Restoring Safe School Communities: A Whole School Response to Bullying, Violence and Alienation. Thousand Oaks, Corwin Press.
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Newbury House.
Payton, J., Weissberg, R. P., Durlak, J., Dymnicki, A., Taylor, R., & Schellinger, K. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. CASEL – Collaborative for Academic, Social, and Emotional Learning.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Society, 8(6), 298-303.
Roeser, R. W., & Eccles, J. S. (1998). Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8(1), 123-158. https://doi.org/10.1207/s15327795jra0801_5
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16-20.
Rowe, M. B. (1974). Wait time and rewards as instructional variables, their influence on language, logic, and fate control. In Proceedings of the 1973 Invitational Conference on Testing Problems (Vol. 1, pp. 111-116).
Shao, K.Q., Yu, W.H., & Ji, Z.M. (2013). An exploration of Chinese EFL students’ emotional intelligence and foreign language anxiety. The Modern Language Journal, 97, 917–929.
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students' development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892-909.
Smagorinsky, P. (2013). What does Vygotsky provide for the 21st-century language arts teacher? Language Arts, 90(3), p. 192-204.
Stevick, E. (1980). Teaching languages: A way and ways. New York: Newbury House.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Dev. 88, 1156–1171. Doi: 10.1111/cdev.12864
Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in schools: A practical guide to transforming school communities. Jessica Kingsley Publishers.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms? (2nd ed.) Association for Supervision and Curriculum Development.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walker, C. (2014). A study of self-concept in reading in a second or foreign language in an academic context. System, 49, 73–85.
Wang, G. (2005). Humanistic approach and affective factors in foreign language teaching. Sino-US English Teaching, 2(5), 1-5.
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Chaper 1: Social and Emotional Learning: Past, Present and Future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 3-19). The Guilford Press.
Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement, and international transferability on universal social and emotional learning program outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347-376.
Yoder, N. & Gurke, D. (2017). Social and emotional learning coaching toolkit: Keeping SEL at the Center. American Institutes for Research.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1–13). National Association of School Psychologists.
Arnold, J., & Brown, D. (1999). A map of the terrain. In Arnold, J. (Ed.), Affect in language learning (pp. 1–24). Cambridge University Press.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Blake, B. & Pope, T. (2008). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms. Journal of Cross-Disciplinary Perspectives in Education 1(1), 59-67.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). George Washington University, School of Education and Human Development.
Brown, N. C., & Johnson, L. A. (2019). Explicit instruction in the classroom: A framework for enhancing teaching and learning. Routledge.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). CASEL’s SEL Framework: What Are the Core Competence Areas and Where Are They Promoted? Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/casel-sel-framework-11-2020
Costa, A. L., & Kallick, B. (2008). Learning through reflection. In A. L. Costa & B. Kallick (Eds.), Learning and leading with habits of mind: 16 essential characteristics for success (Chapter 12).
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Denham, S., & Brown, C. (2010). Plays nice with others. In Social-emotional learning and academic success. Early Education and Development, 21(5), 652-680.
https://www.tandfonline.com/doi/abs/10.1080/10409289.2010.497450
Durlak, A. L., Weissberg, R. P., Dymnicki, A. B., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432.
Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. (2015). What does evidence-based instruction in social and emotional learning actually look like in practice? A brief on findings from CASEL’s program reviews. Collaborative for Academic, Social and Emotional Learning.
Elias, M. J. (2006). The connection between academic and social-emotional learning. In M. J. Elias & H. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement: Social emotional learning in the classroom (pp. 4–14). Thousand Oaks, Corwin Press.
Elias, M., & Arnold, H. (2006). The educator’s guide to emotional intelligence and Academic achievement. Thousand Oaks, Corwin Press.
Goleman, D. (2005). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development and social and emotional learning. In J. E. Zins, R. W. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 135–150). Teachers College Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
https://doi.org/10.3102/0013189X09339057
Kagan, S. (1994). Cooperative learning. San Clemente, Kagan Publishing.
MacIntyre, P.D., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In Mercer, S., Ryan, S., & M. Williams (Eds.), Language learning psychology: Research, Theory and Pedagogy (pp. 103–118). Palgrave.
Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23.
Morrison, B. (2007). Restoring Safe School Communities: A Whole School Response to Bullying, Violence and Alienation. Thousand Oaks, Corwin Press.
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Newbury House.
Payton, J., Weissberg, R. P., Durlak, J., Dymnicki, A., Taylor, R., & Schellinger, K. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. CASEL – Collaborative for Academic, Social, and Emotional Learning.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Society, 8(6), 298-303.
Roeser, R. W., & Eccles, J. S. (1998). Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8(1), 123-158. https://doi.org/10.1207/s15327795jra0801_5
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16-20.
Rowe, M. B. (1974). Wait time and rewards as instructional variables, their influence on language, logic, and fate control. In Proceedings of the 1973 Invitational Conference on Testing Problems (Vol. 1, pp. 111-116).
Shao, K.Q., Yu, W.H., & Ji, Z.M. (2013). An exploration of Chinese EFL students’ emotional intelligence and foreign language anxiety. The Modern Language Journal, 97, 917–929.
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students' development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892-909.
Smagorinsky, P. (2013). What does Vygotsky provide for the 21st-century language arts teacher? Language Arts, 90(3), p. 192-204.
Stevick, E. (1980). Teaching languages: A way and ways. New York: Newbury House.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Dev. 88, 1156–1171. Doi: 10.1111/cdev.12864
Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in schools: A practical guide to transforming school communities. Jessica Kingsley Publishers.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms? (2nd ed.) Association for Supervision and Curriculum Development.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walker, C. (2014). A study of self-concept in reading in a second or foreign language in an academic context. System, 49, 73–85.
Wang, G. (2005). Humanistic approach and affective factors in foreign language teaching. Sino-US English Teaching, 2(5), 1-5.
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Chaper 1: Social and Emotional Learning: Past, Present and Future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 3-19). The Guilford Press.
Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement, and international transferability on universal social and emotional learning program outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347-376.
Yoder, N. & Gurke, D. (2017). Social and emotional learning coaching toolkit: Keeping SEL at the Center. American Institutes for Research.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1–13). National Association of School Psychologists.