ERG SES D 04, Foreign Language Education
Inequality in education in the Czech Republic was a taboo topic before the transformation of 1989. The socialist ideological postulates were threatened by the possibility of a negative analysis of educational results. Due to this fact the level of inequality in education was among the highest in Europe at the end of 1980s (Boguszak, Matějů, Peschar, 1990).
Little attention was paid to the problems of equal educational opportunities in the Czech political, public and academic discourse during the early years of the transformation, especially due to the historical circumstances. The call for equal opportunities was perceived negatively because of the egalitarian touch once characteristic of the communist era (Matějů, 2006).
My dissertation draws on the claims defended in recent sociology that learning success is significantly influenced by social environment (Giddens, 1999; Keller, Tvrdý, 1995). In this respect the question of inequality in foreign language education is raised. External factors such as social class, motivation and attitudes, as two major social psychology phenomena related to success at foreign language learning, are researched. Based on these concepts it is concluded that the process of foreign language learning is considered strongly influenced by opportunities for learning and by the process of constructing foreign language learner´s identity (Block, 2008; Norton, 2000).
The research follows the qualitative paradigm using the narrative approach (Polkinghorn, 1995; Chase, 2005) and an in-depth interview as the main research method (Kaufmann, 2010; Kvale, 1996). The research design of biography and case study is used; two individual case studies are presented, with the impact of showing diversity and motivation complexity of foreign language learning. The research takes place in the university environment; students of technical faculties were the object of the research.
The question of inequality in the specific context of the process of foreign language learning has been researched through individual learners´ biographies (Benson, Nunan, 2005; Clandinin, Connelly, 1990). My research approaches learners´ within their own social space, relying upon sociocultural theories in the field of second language acquisition and Bourdieu´s concept of social, economic and cultural capital of an individual (Bourdieu, 1998). The biographies have been analysed using Polkinghorn´s narrative analysis together with the constructionist approach to the way of story making (Silvermann, 2003). The process of data configuration has been treated as an active construction of a story by a researcher and her influence on the interpretation of data and conclusion making (Polkinghorn, 1995), and reflexivity (Bourdieu; Wacquant, 1992).
BAKER, Colin. Key Issues in Bilingualism and Bilingual Education. Clevedon: Multilingual Matters, 1988. 222 s. ISBN 0-905028-94-5. BAUMAN, Zygmunt. Thinking Sociologically. Oxford: Blackwell, 1990. ISBN 0-631-16362-X. BENSON, P.; NUNAN, D. (ed.). Learners´ stories: difference and diversity in language learning. Cambridge: CUP, 2005. ISBN 0-521-61414-7. BERGER, P.L.; LUCKMANN, T. The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Anchor, 1966. BOURDIEU, Pierre. Teorie jednání. Přel. Věra Dvořáková. Praha: Karolinum, nakladatelství Univerzity Karlovy, 1998, s. 179. ISBN 80-7184-518-3. BOURDIEU, Pierre. Distinction: A Social Critique of the Judgement of Taste. Přel. Richard Nice. Cambridge, MA: Harvard University Press, 1984. 613 s. ISBN 0-674-21277-0. DAY, Elaine Mellen. Identity and the Young English Language Learner. Clevendon: Multilingual Matters, 2002. ISBN 1-85359-597-7. FIRTH, A.; WAGNER, J. Second/ Foreign Language Learning as a Social Accomplishment: Elaborations on a Reconceptualized SLA. The Modern Language Journal. 2007, vol. 91, Focus Issue, s. 800 – 819. GARDNER, R.; LAMBERT, W. E. Attitudes and Motivation in Second Language Learning. Rowley: Newbury House, 1972. CHARMAZ, Kathy. Narrative Inquiry: Multiple Lenses, Approaches, Voices. In DENZIN, N. K.; LINCOLN, Y.S. (ed.). Handbook of Qualitative Research. (2005). Thousand Oaks: Sage, str. 507- 535. ISBN 0-7619-2757-3. CHASE, Susan E. Narrative Inquiry: Multiple Lenses, Approaches, Voices. In DENZIN, N. K., LINCOLN, Y.S. (ed.). Handbook of Qualitative Research. Thousand Oaks: Sage Publications, 2005, s. 651 – 679. ISBN 0-7619-2757-3. KELLER J.; TVRDÝ, L. Vzdělanostní společnost? Chrám, výtah a pojišťovna. Praha: Sociologické nakladatelství, 2008. s. 183. ISBN 978-80-86429-78-6. KVALE, Steinar. InterViews: An Introduction to Qualitative Research Interviewing. Thousand Oaks: SAGE Publications, 1996. ISBN 0-8039-5820-X. LANTOLF, James P. Sociocultural Theory and Second Language Learning. Oxford: OUP, 2000. ISBN 0-19-442160-0. MATĚJŮ, P., STRAKOVÁ, J. et al. (Ne)rovné šance na vzdělání – Vzdělanostní nerovnosti v České republice. Praha: Academia, 2006, s. 411. ISBN 80-200-1400-4. NORTON, Bonny. Identity and Language Learning: Gender, Ethnicity and Educational Change. London: Longman, 2000. ISBN 0-582-38224-6. POLKINGHORN, Donald E. Narrative Configuration in Qualitative Analysis. Qualitative Studies in Education. Taylor&Francis Ltd. 1995, vol. 8, no. 1. s. 5-23. ISSN 0951-8398. SILVERMAN, David. Interpreting Qualitative Data – Methods for Analysing Talk, Text and Interaction. 2., vyd. London: SAGE Publications, 2003. ISBN 0-7619-6865-2. TOLLEFSON, James W. Planning language, planning inequality – Language policy in the community. New York: Longman, 1991. ISBN 0-582-04062-0.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
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