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A Music-Mediated Language Learning Experience: Students' Awareness of Their Socio-Emotional Skills.

ABSTRACT: In a society where mobility, globalization and contact with people from other cultures have become its distinctive traits, the enhancement of plurilingualism and intercultural understanding should be of the utmost concern. From a positive psychology perspective, agency is the human capacity to affect other people positively or negatively through one's actions. This agentic vision can be related to mediation, a concept rooted in socio-cultural learning theory, where social interaction is considered a fundamental cornerstone in the development of cognition. These social interactions in the language learning setting may be facilitated through musical activities due to their social bonding effect. This paper tries to offer insights into how a music-mediated experience in language learning may develop students' interpersonal and collaborative competences to become active members of a more inclusive society. Mediation, considered to be a paradigm shift in the foreign language classroom and for different out-of-class language learning possibilities, could also provide an environment where learners maximize their emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the Common European Framework for Languages Companion Volume (CEFR/CV) and the considerable repercussions it is bound to have for foreign language didactics, as cooperative tasks become central to foreign language learning. We hypothesize that mediated language learning experiences (MeLLEs) imply a socio-emotional change in learners, focusing on the others, on their needs and interests, by trying to help them understand texts, concepts or facilitating communication with their peers. An intervention with a music-MeLLE was designed and implemented in an L2 classroom of adult learners with divergent backgrounds. A self-assessment scale with mediation descriptors and the socio-emotional expertise scale (SEE) were administered. Results show that students become more mindful of their strengths, and of their capacity for collaboration and teamwork. This leads to more awareness of their mediation skills. Students' mediation skills correlate significantly with their socio-emotional skills - specifically with their expressivity. The implementation of a music-mediated experience also promoted tolerance and enhanced learners' intrinsic motivations for language learning at the same time as acknowledging their diversity.

SUBMITTER: Cores-Bilbao E

PROVIDER: S-EPMC6787270 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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A Music-Mediated Language Learning Experience: Students' Awareness of Their Socio-Emotional Skills.

Cores-Bilbao Esther E Fernández-Corbacho Analí A Machancoses Francisco H FH Fonseca-Mora M C MC

Frontiers in psychology 20191004

In a society where mobility, globalization and contact with people from other cultures have become its distinctive traits, the enhancement of plurilingualism and intercultural understanding should be of the utmost concern. From a positive psychology perspective, agency is the human capacity to affect other people positively or negatively through one's actions. This agentic vision can be related to mediation, a concept rooted in socio-cultural learning theory, where social interaction is consider ...[more]

PMID: 31636585

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Project description:The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot's presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.

Project description:The perceived emotional value of stimuli and, as a consequence the subjective emotional experience with them, can be affected by context-dependent styles of processing. Therefore, the investigation of the neural correlates of emotional experience requires accounting for such a variable, a matter of an experimental challenge. Closing the eyes affects the style of attending to auditory stimuli by modifying the perceptual relationship with the environment without changing the stimulus itself. In the current study, we used fMRI to characterize the neural mediators of such modification on the experience of emotionality in music. We assumed that closed eyes position will reveal interplay between different levels of neural processing of emotions. More specifically, we focused on the amygdala as a central node of the limbic system and on its co-activation with the Locus Ceruleus (LC) and Ventral Prefrontal Cortex (VPFC); regions involved in processing of, respectively, 'low', visceral-, and 'high', cognitive-related, values of emotional stimuli. Fifteen healthy subjects listened to negative and neutral music excerpts with eyes closed or open. As expected, behavioral results showed that closing the eyes while listening to emotional music resulted in enhanced rating of emotionality, specifically of negative music. In correspondence, fMRI results showed greater activation in the amygdala when subjects listened to the emotional music with eyes closed relative to eyes open. More so, by using voxel-based correlation and a dynamic causal model analyses we demonstrated that increased amygdala activation to negative music with eyes closed led to increased activations in the LC and VPFC. This finding supports a system-based model of perceived emotionality in which the amygdala has a central role in mediating the effect of context-based processing style by recruiting neural operations involved in both visceral (i.e. 'low') and cognitive (i.e. 'high') related processes of emotions.

Project description:IntroductionEuropean societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds.Materials and methodsA phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5-7 students took place at the participants' respective universities in Spain, Belgium, Turkey and Portugal.Results5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants' concept of culture; ethnocentricity emerged as a frequent element in the students' discourse. Theme 2, personal awareness, integrates the students' self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants' perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants' learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice.ConclusionThe participants' perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

Dataset Information

A Music-Mediated Language Learning Experience: Students' Awareness of Their Socio-Emotional Skills.

Publications

A Music-Mediated Language Learning Experience: Students' Awareness of Their Socio-Emotional Skills.

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