Innovation in Language Learning and Teaching: The Case of the Southern Caribbean

Contents
Notes on Contributors
List of Figures
List of Tables
1: Foreign Language Education in the Southern Caribbean: An Overview
The Caribbean Region
The Contemporary Situation in the Southern Caribbean
L2 Research and Innovation in the English-Speaking Caribbean
Language Policy: The Case of Trinidad and Tobago
Agency: A Sociocultural View of Innovation
In This Volume
Conclusion
References
2: Increasing Intercultural Competence in the Anglophone Caribbean: Experiences and Recommendations
Introduction
Justification
Implementation
Planning
Assessment
Results
Objective 1. Attitudes of Curiosity and Openness
Objective 2. Knowledge about Social Groups and Their Products
Objective 3. Skills to Discover and Interact
Objective 4. Interpretation and Relation Skills
Objective 5. Critical Consciousness Awareness
Objective 6. Awareness about One’s Own Identity
Objective 7. Empathy, Tolerance towards Ambiguity and a Nonjudgmental Attitude
Objective 8. Stereotypes and National Rivalries
Conclusions
References
3: Teaching English Pronunciation in a Blended Environment: Feedback on a Pedagogical Innovation
Origin of the Innovation
Description of the Specific Context
The Implementation Phase
Emergence of Problems and Means Implemented to Overcome Them
Analysis and Implications
Objective 1: Has the Action Research Succeeded in Facilitating Phonological Appropriation?
Objective 2: Has the Project Managed to Individualize the Learning Path?
Objective 3: Has the Experimental Course Succeeded in Optimizing Phonological Training Time?
Recommendations
References
4: Teaching Beyond the Classroom: A Project-Based Innovation in a Language Education Course
Introduction
Background
Service-Based Learning
Course-based Undergraduate Research
Collective Teacher Efficacy
Context
The Course
Delivery of the Course
Implementing the PBL Assessment in the Teaching of Language Arts Course
Cycle 1: Academic Year 2017–2018
Stage 1: Discussion about Theory, Practice and the Initial Assessment
Stage 2: Collaborative Design of the Project
Stage 3: Execution of the Project
Stage 4: Building Service-Learning Opportunities in the Course through the Design of the Project
Cycle 2: Academic Year 2018–2019
Implementing CURE
Phase 1: Document Analysis
Phase 2: Research Plan
Phase 3: Fieldwork
Phase 4: Reporting
Cycle 3: Academic Year 2019–2020
Challenges of Implementing the PBL Assessment in the Course
Assessing Group Performance
Workload
Transparency for Financial Activities
Opportunities
Creation of Synergies
Developing Collective Teacher Efficacy for Problem-Solving
Sourcing Funding
Impact on Students’ Literacy Development and Engagement
Factors Enabling the Success of the Project
Limitations
Evaluation
Implications for Practice
References
5: Values-Based Innovation in the Caribbean Context: Grounding a Postcolonial Pedagogy for the Cave Hill Spanish Section of The University of the West Indies
Why Turn to Values?
The Context
Implementation
Mission and Values of the Spanish Section 2021
Mission
Values
Evaluation
Area 1: Online Onboarding of New Staff and Students
Area 2: Caribbean Course Materials for Tertiary Spanish-language Teaching
Implications
Appendix 5.1: Final Draft of Vision and Mission of CHDML
Vision
Mission
References
6: Innovation in Language Education Partnerships: The Confucius Institute at The UWI, St Augustine
Introduction
Background: Impetus for the Innovation
Context
Key Stakeholders
Country Level
Local Chinese Community
Academic Stakeholders
A Chinese HEI
The Chinese Director
The Local Director
CLL Chinese Language Learners
The Faculty of Food and Agriculture
Students of the Chinese HEI
Other Important Stakeholders
Implementation Phase
Implementation Phase: Teaching
Implementation Phase: Learning
Conclusion
References
7: Issues and Challenges of Continuing Education for Teachers of French as a Foreign Language in the English-Speaking Caribbean
The Integrating French as a Language of Exchange (IFLE) Program
The Origin of the Project: Three Worrying Observations
Lack of Student Interest in Learning French
The Lack of Training of Teachers in Teaching FFL
The Lack of Mastery of the French Language (Real or Perceived) by the Teachers
Implementing Continuous Training for FFL Teachers
Convincing Teachers to Participate and Assessing Their Level
Creating an Adapted Training
Integrating Interactivity
Managing the Pace
Evaluation
Feedback from Teachers and Members of the Ministries
Areas for Improvement
Ideas for the Future
Appendix: Satisfaction Survey Sent to the Participants
References
8: Learning Spanish Beyond the Classroom in a Corporate Setting
Introduction and Description of the Area of Innovation
Context and Impetus
Design and Implementation
Course Outline
Online Platform
Selection of Tutors and Course Delivery
Evaluation
Paola’s Teacher Narrative
Learners’ Engagement and Responses to the Course
Concluding Remarks and Implications
References
9: “Guess I have no choice but to do the e-book”: Non-specialist Learners’ Perceptions in Spanish and Other Languages during the Pandemic
Introduction
Context
Literature Review: From CALL to ERT
Emergency Remote Teaching Measures and Strategies: A Short Review
Methodology
Conduct of the Survey
Constraints/Limitations
Data Analysis Procedures
Data Analysis and Findings
Discussion
Conclusion
Appendix 9.1: Google Form “Learning a Foreign Language Online—My Experience”
Section 2
Section 3
References
10: Foreign/Second Language Learning and Teaching in the Southern Caribbean: Future Directions
Introduction
Innovation in Foreign/Second Language Learning and Teaching in the Southern Caribbean
Outcomes, Challenges, and Lessons Learned
Foreign/Second Language Learning in the Southern Caribbean: Pedagogical Implications
Future Directions
References
Index