Online microlearning resources for Japanese learners of Catalan as an additional language: research-based work to promote teachers’ empowerment
Presenter(s)
Affiliation
Topic
Intersection of research, theory, and practice
Type
Papers
Abstract
It is essential to support teachers and learners of additional languages (Ln), particularly minority languages, which have access to fewer available resources (Behney & Marsden, 2021). The main applied goal of our research-action project is to create complementary, useful resources for Ln Catalan learners and make them freely available to support classroom teaching.
We use the concept of microlearning (Hug, 2007) to address common challenges through just-in-time activities that teachers can propose to their learners while offering formal instruction in class. The topics of the H5P-format capsules are derived from the results of previous error analyses of a corpus of texts written by Japanese adult students of Catalan (A2-B1) as an additional language (AUTHORS). Here, we will specifically consider the use of plural forms, which was non-surprisingly detected as a recurrent challenge for Japanese learners.
By enabling learners to use grammatical structures through simple to complex tasks (scaffolding) (Bradley & Bradley, 2004), the microlearning capsules provide automatic feedback (both direct and indirect) (Ferris & Kurzer, 2019; Nassaji & Kartchava, 2021) and aim to promote metalinguistic awareness (Roehr-Brackin, 2018) using the three-dimensional grammar framework of form, meaning, and use (Larsen-Freeman et al., 2015). Additionally, possible cross-linguistic influences are considered and explicitly addressed to further enhance metalinguistic awareness (Bardel & Falk, 2007; De Angelis, 2019; Perić & Mijić, 2017). Tests of the microlearning capsules, applied directedly to Japanese learners of Catalan, are examined.
Finally, we discuss the complex nature of additional language learning, and how microlearning can support teachers and learners by promoting metalinguistic awareness and by using the linguistic background of learners as an advantage rather than a hindrance (Festman, 2021; Hirosh & Degani, 2018). We pay special attention to the case of minority languages and how the solidarity among a community of practice can help promote teachers’ empowerment.
