Abstract-The present study is an attempt to confront the problem of many Thai students' failure to communicate fluently and accurately in English. For this reason the study investigates the patterns of teacher-student interaction in beginner EFL (English as a Foreign Language) lessons in a Thai elementary school. The analysis of classroom discourse shows that one-way communication prevails in the lessons with the teachers leading teacher-fronted discussion and students listening and then either repeating after the teacher or responding briefly. If the students are engaged in a discussion, they are asked mainly comprehension, assent or educational (grammar and vocabulary) questions. Furthermore, an examination of the teachers' and students' verbal behaviors shows frequent code-switching practices.Index Terms-Classroom discourse analysis, code switching, elementary education, English as a foreign language. I. INTRODUCTIONFormal instruction accelerates the acquisition of the target language and makes it possible for learners to achieve higher level of proficiency. Having been exposed to rich input in English and having learned the language for many years, it should not be difficult for Thai students to communicate in English. Nevertheless, many learners cannot speak and write fluently and accurately in English. Thus, the problem of many students' failure to communicate effectively needs to be confronted.Successful language learning depends on classroom communication, i.e. interaction learners engage in with their teacher and other learners. The discourse among students and the teacher and among students themselves is central for foreign language learning as it contextualizes learning experiences while active participation in classroom discourse engages learners in the learning process. II. CLASSROOM DISCOURSEA characteristic feature of classroom discourse is the teacher's control of the interaction. A large body of research proves the unequal roles of participants in classroom communication with the teacher managing the conversation and turn-taking [1]. However, the control over the classroom discourse leads to limited learning as there is no place for meaningful, spontaneous and natural interaction. Students can only acquire the language through involvement in interactions and relationships formed when they take part in Manuscript received October 10, 2014; revised January 14, 2015. Dorota Domalewska is with Rangsit University, Pathum Thani, Thailand (e-mail: dorota@outlook.co.th).communication. Language thus activated and internalized becomes part of the students' cognitive resources [2]. Learning needs to be meaningful as it allows "new pieces of information [to be] attached to existing knowledge so that a new, meaningful whole, like the completed puzzle, is formed" [3]. Learning needs to be based on the processes of assimilation, accommodation, developing meaningful cognitive sets (i.e. forming logical connection and organization in the material), and using advanced organizers (i.e. general concepts that help t...

ABSTRACT-This paper presents the results of a study on pedagogical functions of code switching in teacher discourse in Content and Language Integrated Learning (CLIL) classroom in a Thai university. The data was collected by means of structured classroom observation, field notes, and audio recordings. The findings suggest that code switching is used primarily for a preventive purpose; the explanation is given in L1 because otherwise the lesson would not be understandable for the students, mainly due to the students' low proficiency level. The instructor alternates languages in order to substitute words and phrases in another language and to emphasize content words and learning points that are the focus of the lesson. Self-repetition is the most frequently used emphasis technique. Furthermore, the lecturer code switches in order to give lucid clarification of difficult concepts and clear confusion, which facilitates learning.

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Embracing sustainability in the 21st century entails developing environmental identity, so that attitudes towards energy sustainability result from the core values of one’s individual and social identity. This study aims to explore the shift in the formation of environmental identity and attitudes towards energy sustainability throughout the course of the two-year study period (2018–2020). A dataset of 8,677,961 tweets, Facebook posts and comments and 325,228 news articles was collected to carry out quantitative analysis of the distribution of the posts, likes, and comments. A correlation with media coverage of energy and green topics was sought to establish the impact of the media on public debate. A qualitative analysis of posts and tweets was carried out to establish dominant themes. The findings of the study reveal that both positive attitudes towards energy sustainability and environmental identity have been consolidated throughout the two-year study period. Social media users are not only increasingly interested in green issues but also produce more reactions towards posts related to sustainability topics. The results also suggest that sustainable values and green behavior are independent from the media coverage of current events and the perceived threat to one’s health from COVID-19. Social networking sites provide a context in which users not only reinforce their beliefs and values, but also mimic the behavior of other users, which leads to the formation of a social media identity bubble that reinforces shared identity—in this case, environmental identity. This study offers a multidisciplinary perspective on sustainable development that will be able to drive equitable energy security and environmental security.

Globalisation, open borders and population movements, especially from war torn countries, have brought a new set of opportunities and challenges to every modern state. Since its accession to the European Union in 2004, Poland has been experiencing a steady transformation from a country producing emigrants to a destination country for a growing number of immigrants. The aim of the article is to discuss the impact of immigration on policymaking at the national level with emphasis on the legal status of immigrants and integration policy issues. The article also analyses sectoral policies in areas such as the labour market, education, and welfare, pointing out the benefits offered to immigrants. The research leads to the conclusion that since the number of immigrants in Poland is significantly increasing, a comprehensive migration management system in Poland needs to be developed in order to regulate the status of immigrants, paying close attention to resolving integration policy issues.