Onlinevortrag: Engagement in Second Language Classrooms: What Can Be Done?

As the result of a sharp increase in global displacement (OECD, 2021, UNHCR, 2023), the global landscape is seeing a commensurate increase in the need for language acquisition. Immigrants and new arrivals navigating their new homes face the dual task of resettlement and language acquisition. For understandable reasons stemming from myriad pressures and competing priorities, second language classes are often characterized by low participation, high dropout rates, and absenteeism (MIFI, 2021; Vérificatrice générale, 2017). Scholars emphasize that engagement is critical to overcoming barriers such as low achievement and motivation (Frederick et al., 2019; Mercer, 2019) and serves as the foundation for meaningful learning experiences (Svalberg, 2009; Mercer & Dörnyei, 2020) which is especially critical for successful second language acquisition efforts (Mercer & Dörnyei, 2020).

Despite educators' recognition of its importance, practical guidance for enhancing engagement remains scarce (Mercer & Dörnyei, 2020). The multifaceted nature of engagement underscores its complexity (Philp & Duchesne, 2016), leading to advocacy for its integration into task design and implementation. This presentation aims to provide educators with actionable strategies for fostering engagement, thereby cultivating vibrant and participatory learning environments conducive to language acquisition and success.

Bio

Gabriel Michaud is an assistant professor of second language pedagogy at the University of Montreal’s Department of Didactics. He previously held a position as a lecturer at McGill University. With a specific focus on task-based engagement and the integration of form-focused instruction within Task-Based Language Teaching (TBLT), his research also examines the mediating effects of individual differences such as language aptitude and working memory, collaborative writing, and corrective feedback. He is the recipient of the 2020 Larry Vandergrift Award, presented by The Canadian Modern Language Review.