<abstract xmlns="http://www.w3.org/1999/xhtml">

Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module.
</abstract>

Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy

<abstract xmlns="http://www.w3.org/1999/xhtml">

This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.
</abstract>

Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions

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The paper aims to explore the relation between students’ Moodle activity during different semester phases, measured through the total number of logs and quiz logs, and their final test score. The study takes a quantitative approach to the analysis: Spearman’s rank test is used to identify the presence and direction of correlation between variables in a sample of 53 observations, and linear regression is performed to probe the strength of this relation. The results show that there is a similar significant moderate correlation for the first and the second month of the formal instruction period and no significant correlation for the examination period. The outcomes of linear regression are statistically significant and suggest that Moodle activity can account for about 25% of the variation in the final score. Both students’ quiz activity during the formal instruction period and during the examination period are significantly moderately correlated with the final test score, which results in the suggestion that diverse interactive content that allows practicing and revising the material is of great importance in an effective e-learning course. A relatively robust moderate correlation between Moodle activity in the first month and the final test score suggests that educators can use Moodle statistics from as early as the first four weeks of instruction to identify procrastinating students and low achievers.
</abstract>

Relation between Moodle Activity and Student Performance in the Context of EFL Training in Higher Education

<abstract xmlns="http://www.w3.org/1999/xhtml">

This research aims to uncover linguistic and cultural features in dish names, also known as culinaronyms. The purpose of this study is to show how the culinaronym is structured, specifically to examine the link between the components of the name and its semantic diversification within the word. Additionally, this study will identify the characteristics of the culinary trends of an ethnic group based on the dishes of that language. The results exhibit that culinaronyms are created by linking, recreating, adding, and rotating its components. In addition, the modern culinary trend is gradually synching with the trend of developing life, the need for healthy living and the promotion of traditional values, combined with modern factors. The prospect that the topic will contribute to the study of culinary language, especially within the field of identifiers, is the idea that it will create a foundation for the study of culinary culture based on the linguistic features of dish names, and food of one nation or another.
</abstract>

Modern Dishes: How Are They Named and What Do They Tell Us about Culinary Trends?

<abstract xmlns="http://www.w3.org/1999/xhtml">

Engaging with social, political, and cultural topics can pose challenges in English language teaching classrooms. These sites represent linguistically diverse settings housing distinct ideologies. This article documents classroom interactions that began with exposure to a science fiction film and progressed to a discussion of contemporary sociopolitical concerns that resonated with ELLs. Drawing on this case study, the article explores how an instructor and her ELL students addressed sociopolitical topics in a science fiction–themed classroom. The author analyzes student–teacher and student–student interactions in the classroom and the instructor’s subsequent self-reflection. Findings suggest that, when adopting intellectually stimulating materials that foster ELLs’ agency in learning, teachers need scaffolding to meaningfully incorporate such tools into a critical pedagogical approach.
</abstract>

Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom

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One of the long-term aims of the European Union is to incorporate intercultural education into lessons in foreign languages. However, studies have shown that teachers of foreign languages often do not know what intercultural teaching involves and are themselves not interculturally competent. The aim of an elective course <italic>Intercultural training</italic> in a teacher training study program is to develop students’ intercultural communicative competences (ICC) and to teach them various teaching techniques and activities for the development of ICC. An activity for this intervention is called <italic>Aliens</italic>, where students were creating their planets (cultures) with sociocultural and historical foundations and sociolinguistic and pragmatic aspects of their newly developed cultures. Four lessons focused on intercultural topics such as greetings, addressing, non-verbal communication, small talk, punctuality, diversity, etc. were conducted before the intervention. The main aim of this intervention was to develop intercultural communicative competences (awareness, sociocultural knowledge, sociolinguistic and pragmatic competences) and positive attitudes towards difference and respect for other cultures. The intervention was conducted via four-step <italic>action research</italic> and it was evaluated as very successful, as students were able to reflect on their own and other cultures, and showed open-mindedness, curiosity, and acceptance toward foreign cultures.
</abstract>

Development of Students’ Intercultural Communicative Competence via Creating Their Own Cultures

AHEAD OF PRINT

Volume 11 (2023): Issue 3 (December 2023)

Volume 11 (2023): Issue 2 (October 2023)

Volume 11 (2023): Issue 1 (July 2023)

Volume 10 (2022): Issue 3 (December 2022)

Volume 10 (2022): Issue 2 (July 2022)

Volume 10 (2022): Issue 1 (March 2022)

Volume 9 (2021): Issue 3 (December 2021)

Volume 9 (2021): Issue 2 (September 2021)

Volume 9 (2021): Issue 1 (March 2021)

Volume 8 (2020): Issue 3 (December 2020)

Volume 8 (2020): Issue 2 (November 2020)

Volume 8 (2020): Issue 1 (September 2020)

Volume 7 (2019): Issue 3 (December 2019)

Volume 7 (2019): Issue 2 (September 2019)

Volume 7 (2019): Issue 1 (May 2019)

Volume 6 (2018): Issue 3 (September 2018)

Volume 6 (2018): Issue 2 (May 2018)

Volume 6 (2018): Issue 1 (January 2018)

Volume 5 (2017): Issue 3 (September 2017)

Volume 5 (2017): Issue 2 (May 2017)

Volume 5 (2017): Issue 1 (January 2017)

Volume 4 (2016): Issue 3 (September 2016)

Volume 4 (2016): Issue 2 (May 2016)

Volume 4 (2016): Issue 1 (January 2016)

Volume 3 (2015): Issue 3 (September 2015)

Volume 3 (2015): Issue 2 (May 2015)

Volume 3 (2015): Issue 1 (January 2015)

Journal of Language and Cultural Education

 Journal of Language and Cultural Education (JoLaCE) is a double-blind peer-reviewed international journal promoting international scholarly exchange among researchers, academics, and professionals. It carries only original, previously unpublished full-length research and survey articles that reflect the latest research and developments in both theoretical and practical aspects of language, literary and cultural education. Review studies, research-in-progress reports, short research notes, commentaries, and in-field publications reviews are invited to be published as well.  Rejection Rate   53,2%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 