Schlagworte
foreign language classroom
silence
social-emotional learning
Zitationsvorschlag
Abstract
Historically marginalized and often misunderstood, silence has predominantly been viewed as a barrier to effective communication and engagement in educational settings. This paper argues for a re-evaluation of silence, viewing it not as an absence of speech, but as a potent tool for fostering deep learning, introspection, and emotional intelligence. By integrating social-emotional learning (SEL) principles, it is posited that silence can enhance, and is an essential element of, affective communicative competence (Pentón Herrera & Darragh, 2024), aiding the development of empathy, self-regulation, and a more profound connection to the language learning process. This conceptual paper explores the nuanced role of silence within the context of foreign language classrooms through a SEL lens. Traditional perceptions of silence are critically examined, a shift towards an asset-based view through SEL is proposed, and practical strategies for educators to incorporate silence meaningfully into their pedagogy are suggested. To conclude, perspectives on utilizing silence as a transformative element in SEL-driven language education are offered, aiming for a harmonious integration that enriches the teaching and learning experience.
Literaturhinweise
Alderson-Day B., & Fernyhough C. (2015), Inner speech: Development, cognitive functions, phenomenology, and neurobiology. „Psychological Bulletin”, No 141, Vol 5, pp. 931–965. DOI: https://doi.org/10.1037/bul0000021
Alerby E., Brown J. (2021), Silent and invisible students: The importance of listening to the silence and seeing the invisible. „Journal of Silence Studies in Education”, No1, Vol 1, pp. 19–31. DOI: https://doi.org/10.31763/jsse.v1i1.2
Applegate R. B. (1975),The language teacher and the rules of speaking. „TESOL Quarterly”, No 9, Vol 3, pp. 271–281. DOI: https://doi.org/10.2307/3585958
Bai B., Shen B. & Wang J. (2021), Impacts of social and emotional learning (SEL)
on English learning achievements in Hong Kong secondary schools. „Language Teaching Research”, pp. 1−25. Advanced online publication
Bao D. (2014),Understanding silence and reticence: Non-participation in second language acquisition. London: Bloomsbury.
Bao D. (2019),The place of silence in second language acquisition. „English Language Teaching and Research Journal (ELTAR-J)”, No 1, Vol 1, pp. 26−42. DOI: https://doi.org/10.33474/eltar-j.v1i1.4771
Bao D. (2020), Exploring how silence communicates. „English Language Teaching Educational Journal”, No 3, Vol 1, pp. 1–13. DOI: https://doi.org/10.12928/eltej.v3i1.1939
Bao D. (2023), Silence in English language pedagogy: From research to practice. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/9781009019460
Bao D. & Thanh-My N. (2020), How silence facilitates verbal participation. „English Language Teaching Educational Journal”, No 3, Vol 3, pp. 188–197. DOI: https://doi.org/10.12928/eltej.v3i3.3004
Bao D. & Ye Y. (2020), Investigating learner silent and verbal response to tasks. „International Journal of Teaching and Education”, No 4, Vol 1, pp. 61–72. DOI: https://doi.org/10.22437/ijolte.v4i1.10469
Bosacki S. L. (2005), The culture of classroom silence. New York: Peter Lang.
Bosacki S. & Talwar V. (2023),“I don’t want to follow the pack”: Canadian adolescents’ lived experiences of silence and quietude among friends and family. „Journal of Silence Studies in Education”, No 2, Vol 2, pp. 121–134. DOI: https://doi.org/10.31763/jsse.v2i2.80
Bosacki S. et al. (2022), Canadian adolescents’ solitude experiences, self-perceptions, and well-being. „Journal of Silence Studies in Education”, No 2, Vol 1, pp. 28–42. DOI: https://doi.org/10.31763/jsse.v2i1.30
Chatterjee Singh N. & Duraiappah A. K. (eds.) (2020), Rethinking learning: A review of social and emotional learning frameworks for education systems. Paris: UNESCO MGIEP.
Deans C. (2013), Pupil perspectives on silence: the roles and meanings of silence in the classroom. „Journal of Trainee Teacher Education Research”, No 4, pp. 196–234.
Dubas E. (2022), Learning in/of solitude in the context of pedagogical monoseology. „Journal of Silence Studies in Education”, No 2, Vol 1, pp. 5–15. DOI: https://doi.org/10.31763/jsse.v2i1.27
Elias M.J. et al. (1997), Promoting social and emotional learning: Guidelines for educators. Alexandria: ASCD.
Gouin F. (1892), The art of teaching and studying languages. London: George Philip & Son.
Harumi S. (2023), The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction. „Journal of Silence Studies in Education”, No 2, Vol 2, pp. 145–162. DOI: https://doi.org/10.31763/jsse.v2i2.79
Huynh H. & Adams M. (2022), Vietnamese teacher educators’ perceptions of silence during online English as a foreign language classes. „Journal of Silence Studies in Education”, No 1, Vol 2, pp. 57–69. DOI: https://doi.org/10.31763/jsse.v1i2.10
Karas M. & Uchihara T. (2021), Silence: A duoethnography. „Journal of Silence Studies in Education”, No 1, Vol 1, pp. 64–75. DOI: https://doi.org/10.31763/jsse.v1i1.5
Kim H. S. (2002), We talk, therefore we think? A cultural analysis of the effect of talking on thinking. „Journal of Personality and Social Psychology”, No 83, Vol 4, pp. 828–842. DOI: https://doi.org/10.1037//0022-3514.83.4.828
Kim Pham C., Chong S. L. & Wan R. (2023), A phenomenographic research study of students’ conceptions of silence in face-to-face English as a foreign language learning. „Sage Open”, No 13, Vol 4, pp. 1–14. DOI: https://doi.org/10.1177/21582440231216343
Le Pichon E. & de Jonge M. (2016), Linguistic and psychological perspectives on prolonged periods of silence in dual-language learners. „International Journal of Bilingual Education and Bilingualism”, No 19, Vol 4, pp. 426–441. DOI: https://doi.org/10.1080/13670050.2015.1007918
Lees H. E. (2022), Science and self-care via therapy and internal family systems in the context of silence practices for schools. „Journal of Silence Studies in Education”, No 2, Vol 1, pp. 56–67. DOI: https://doi.org/10.31763/jsse.v2i1.28
Liu J. (2002), Negotiating silence in American classrooms: Three Chinese cases. „Language and Intercultural Communication”, No 2, Vol 1, pp. 37–54. DOI: https://doi.org/10.1080/14708470208668074
Liu R. & Martino N.D. (2022), Non-verbal interaction in the early years: Case study of Mandarin learning in Australia. „Journal of Silence Studies in Education”, No 1, Vol 2, pp. 1–11. DOI: https://doi.org/10.31763/jsse.v1i2.19
Maher K. (2021), Reframing silence: Insights into language learners’ thoughts about silence and speaking-related anxiety. „Journal of Silence Studies in Education”, No 1, Vol 1, pp. 32–47. DOI: https://doi.org/10.31763/jsse.v1i1.3
Musaio M. (2022), A pedagogical interpretation of loneliness for an interiority education. „Journal of Silence Studies in Education”, No 1, Vol 2, pp. 33–45. DOI: https://doi.org/10.31763/jsse.v1i2.18
Pentón Herrera L. J. (2020), Social-emotional learning in TESOL: What, why, and how. „Journal of English Learner Education,”No10, Vol 1, pp. 1–16.
Pentón Herrera L. J. (2024a),“Me gustaría que habláramostambién de mi cultura”: A yearlong case study of two Maya English Learners. „Journal of Language, Identity and Education”, No 23, Vol 2, pp. 271–287. DOI: https://doi.org/10.1080/15348458.2021.1988606
Pentón Herrera L. J. (2024b), Social-emotional learning in ESOL with ninth-grade newcomers. „ELT Journal”, No 78, Vol 2, pp. 127–136. DOI: https://doi.org/10.1093/elt/ccad051
Pentón Herrera L. J. & Darragh J. J. (2024), Social-emotional learning in English language teaching. Ann Arbor: University of Michigan Press. DOI: https://doi.org/10.3998/mpub.14379488
Pentón Herrera L. J. & Martínez-Alba G. (2021), Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. Alexandria: TESOL Press.
Pentón Herrera L. J., Martínez-Alba G. & Trinh E. T. (eds.) (2023),Teacher well-being in English language teaching: An ecological approach. New York: Routledge. DOI: https://doi.org/10.4324/9781003314936
Petkova D. P. (2021), Silenced voices and speaking up: A case study of Romani people in Europe. „Journal of Silence Studies in Education”, No 1, Vol 1, pp. 9–18. DOI: https://doi.org/10.31763/jsse.v1i1.1
Shachter J. (2023), Tracking foreign language teacher emotional reactions to student silence: An autoethnographic case study in Japan. „Journal of Silence Studies in Education”, No 2, Vol 2, pp. 82–10. DOI: https://doi.org/10.31763/jsse.v2i2.68
Shachter J. & Haswell C.G (2022), Exploring ways of accommodating silent Japanese language learners in the classroom: Insights from scholars in the field. „Journal of Silence Studies in Education”, No1, Vol2, pp. 70–81. DOI: https://doi.org/10.31763/jsse.v1i2.12
Steiner C. & Perry P. (1997), Achieving emotional literacy: A personal program to increase your emotional intelligence. London: Bloomsbury.
Su F., Wood M. & Tribe R. (2023), ‘Dare to be silent’: Re-conceptualising silence as a positive pedagogical approach in schools. „Research in Education”, No 116, Vol 1, pp. 29–42. DOI: https://doi.org/10.1177/00345237231152604
Szymańska M. (2021), The meaning of silence for mastering the practitioner’s reflective skills. „Multidisciplinary Journal of School Education”, No 10, Vol 1, pp. 65–80. DOI: https://doi.org/10.35765/mjse.2021.1019.04
Svaricek R. (2024), Sceptical teacher and silent students: a case study of teacher changes during a teacher professional development programme. „Journal of Education for Teaching”, pp. 1–19. DOI: https://doi.org/10.1080/02607476.2023.2296459
Takahashi J. (2023), Behind the invisible curtain: Silence as a multimodal negotiation space in group Q-and-A sessions at a Japanese university. „Journal of Silence Studies in Education”, No 2, Vol 2, pp. 102–120. DOI: https://doi.org/10.31763/jsse.v2i2.69
Turnbull J. (2021), An emic perspective on silence: Experiences of an adult Mexican migrant in the U.S. social setting. „Journal of Silence Studies in Education”, No 1, Vol 1, pp. 48–63. DOI: https://doi.org/10.31763/jsse.v1i1.4
Umino T. (2023), Reconceptualising the silent period: Stories of Japanese students studying abroad. „Journal of Silence Studies in Education”, No 2, Vol 2, pp. 68–81. DOI: https://doi.org/10.31763/jsse.v2i2.32
Vygotsky L.S. (1986), Thought and language. Boston: The Massachusetts Institute of Technology Press.
Wałejko M. & Stern J. (2022), Solitude together with education. „Journal of Silence Studies in Education”, No 2, Vol 1, pp. 1–4. DOI: https://doi.org/10.31763/jsse.v2i1.31
Webster A. (2022), Children reading alone and reading together: literary representations and lessons from a pandemic. „Journal of Silence Studies in Education”, No 2, Vol 1, pp. 16–27. DOI: https://doi.org/10.31763/jsse.v2i1.25
Wolfgang A. (1977), The silent language in the multicultural classroom. „Theory into Practice”, No 16, Vol 3, pp. 145–152. DOI: https://doi.org/10.1080/00405847709542690
Yeh E. et al. (2022), Culturally responsive social emotional learning for international students. Professional development for higher education. „Journal of International Students”, No 12, Vol 1, pp. 19–41. DOI: https://doi.org/10.32674/jis.v12i1.2976
Zebdi R. & Monsillion J. (2023), Quiet children and adolescents: Understanding and helping youth with selective mutism. „Journal of Silence Studies in Education”, No 2, Vol 2, pp. 135–144. DOI: https://doi.org/10.31763/jsse.v2i2.81
Lizenz
Copyright (c) 2024 Luis Javier Pentón Herrera
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).