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1
Henning, Grant. "Writing English language test." System 18, no. 1 (January 1990): 114–15. http://dx.doi.org/10.1016/0346-251x(90)90037-6.
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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Singhasak, Piyahathai, and Phongsakorn Methitham. "Non-native English Varieties: Thainess in English Narratives." English Language Teaching 9, no. 4 (March 20, 2016): 128. http://dx.doi.org/10.5539/elt.v9n4p128.
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<p>This study aims at examining Thainess as a writing strategy used in non-literary texts written by non-professional bilingual writers. These writers are advanced language learners who are pursuing their Master’s degree in English. Seven English narratives of their language learning experiences were analyzed based on Kachruvian’s framework of bilingual’s creativity and contact literatures. The findings showed that four out of six contextualization processes - transfer, translation, code-mixing, and reduplication - were utilized when conveying the writers’ experiences in acquiring their first and second languages. Unlike the findings in previous studies of Thainess in literary genre, lexical borrowing and shift process were not found in narratives. Although Thai English as a new variety in World Englishes has been debated for years and remains in an obscure status, it cannot be denied that the research findings in this study show the uniqueness of Thai English writing strategies.</p>
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Zhou, Tingxiang. "On Cultivating Chinese Non-English Majors’ English Thinking Ability to Improve Their English Writing." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1877. http://dx.doi.org/10.17507/tpls.0609.22.
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Writing is a big part of language learning and the writing ability of a language learner can well embody his language competence. Many Chinese non-English majors have difficulty writing a decent English essay. Although many teachers and scholars have been probing into ways of teaching English writing effectively, the results of the national CET 4 and CET 6 indicate that there is no big change in the writings of Chinese non-English majors. A careful study of many students’ essays and interviews with some of them showed that students’ ignorance of the differences between Chinese and English thought patterns contributes a lot to the problem. So, this paper first gives a brief introduction to thought pattern and the relationship between thought pattern and language, then analyzes the main differences between Chinese and English thought patterns, followed by a description of the negative transfer of Chinese thought pattern in students’ writing, and finally proposes some practical and effective methods to help non-English majors learn to think as native English speakers do and improve their writing ability.
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Whittaker, Simon. "The Language or Languages of Consumer Contracts." Cambridge Yearbook of European Legal Studies 8 (2006): 229–57. http://dx.doi.org/10.5235/152888712802731205.
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Does european community law make any requirement as to the language in which the terms of consumer contracts are to be expressed?At the outset, I need to explain that the significance of this question (and its answer) will differ according to what is meant by the word ‘language’ itself. A first meaning is found where one refers to English, French, or Chinese as a ‘language’, that is, to quote the Oxford English Dictionary, ‘a system of communication used by a particular country or community’. A second meaning of ‘language’, again as explained by the Oxford English Dictionary, refers to ‘the manner or style of a piece of writing or speech’; so, for example, one may describe a piece of prose as being written in simple or elaborate, verbose or laconic, language. To avoid confusion in the following discussion, I shall refer to these two different significances as ‘language type’ and ‘language style’.
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Whittaker, Simon. "The Language or Languages of Consumer Contracts." Cambridge Yearbook of European Legal Studies 8 (2006): 229–57. http://dx.doi.org/10.1017/s1528887000004729.
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Does european community law make any requirement as to the language in which the terms of consumer contracts are to be expressed? At the outset, I need to explain that the significance of this question (and its answer) will differ according to what is meant by the word ‘language’ itself. A first meaning is found where one refers to English, French, or Chinese as a ‘language’, that is, to quote the Oxford English Dictionary, ‘a system of communication used by a particular country or community’. A second meaning of ‘language’, again as explained by the Oxford English Dictionary, refers to ‘the manner or style of a piece of writing or speech’; so, for example, one may describe a piece of prose as being written in simple or elaborate, verbose or laconic, language. To avoid confusion in the following discussion, I shall refer to these two different significances as ‘language type’ and ‘language style’.
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Tsokhas, Kosmas. "Writing India, Writing English: Literature, Language, Location." Journal of Contemporary Asia 42, no. 3 (August 2012): 532–35. http://dx.doi.org/10.1080/00472336.2012.687638.
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Mahmud, Murni. "LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 172. http://dx.doi.org/10.15639/teflinjournal.v21i2/172-185.
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his paper highlights the impact ofgender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These differentstyles of female and male students in learning English were affected by the notions of women’s language.
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Reichelt, Melinda. "English-language writing instruction in Poland." Journal of Second Language Writing 14, no. 4 (December 2005): 215–32. http://dx.doi.org/10.1016/j.jslw.2005.10.005.
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Moazen, Yahya Rezaye, and Mohamad Reza Raeisi. "English-language Writing Instruction in Iran." Procedia - Social and Behavioral Sciences 98 (May 2014): 1555–62. http://dx.doi.org/10.1016/j.sbspro.2014.03.578.
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Crandall, Kathleen Eilers. "Writing for adult English language learners." IEEE Transactions on Professional Communication PC-28, no. 4 (1985): 3–10. http://dx.doi.org/10.1109/tpc.1985.6448839.
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Benor, Sarah Bunin. "Bivalent Writing: Hebrew and English Alphabets in Jewish English." Journal of Jewish Languages 8, no. 1-2 (December 10, 2020): 108–57. http://dx.doi.org/10.1163/22134638-bja10009.
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Abstract Jewish English writing uses multiple combinations of the Hebrew and English alphabets. This paper demonstrates those uses, giving examples from rabbinic literature, Yiddish and Ladino newspapers, handwritten notes, pedagogical materials, organizations’ and restaurants’ logos, and regalia advertising sports teams, universities, and political candidates. The analysis demonstrates that hybrid combinations of Hebrew and English writing serve four functions: 1) Translanguaging: Enabling people who have access to (elements of) English and a traditionally Hebrew-script language (Yiddish, Ladino, Modern Hebrew, Textual Hebrew, Textual Jewish Aramaic) to represent both languages in the same text; 2) Symbolism: Highlighting English-speaking Jews’ Jewish and other identities simultaneously; 3) Code: Communicating coded messages to other Jews; and 4) Pedagogy: Teaching Hebrew decoding to English speakers or teaching English to readers of Yiddish or Ladino. Digraphic texts are bivalent, seen as part of multiple languages simultaneously.
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Huang, Daphne Li-jung. "Language use in asynchronous computer-mediated communication in Taiwan." Australian Review of Applied Linguistics 32, no. 2 (January 1, 2009): 12.1–12.22. http://dx.doi.org/10.2104/aral0912.
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This paper describes how Chinese-English bilinguals in Taiwan use their languages in asynchronous computer-mediated communication, specifically, via Bulletin Board System (BBS) and email. The main data includes two types: emails collected from a social network and postings collected from two BBS websites. By examining patterns of language choice and language use in these two types of data, the aim of this research is to investigate how a language contact phenomenon – code-switching (CS) – is realized via different writing systems in online environment The data reveals that there are two levels of CS: CS between languages and CS between writing systems. In terms of CS between languages, three patterns are found: CS between Mandarin and Taiwanese, CS between Mandarin and English, CS between Mandarin, Taiwanese and English. In terms of CS between writing systems, three patterns are also identified: CS between Standard Written Chinese (SWC) and Zhuyin, CS between SWC and English alphabet, and CS between SWC, Zhuyin and English alphabet. This paper presents the two levels of CS by using the examples found in the data and describes the complex relationship between different writing systems and different languages. It is concluded that CS is found to be a common phenomenon on asynchronous CMC, where it fosters multilingualism and multi-orthography.
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dummy contact - do not alter, ZZZ. "Language use in asynchronous computer-mediated communication in Taiwan." Australian Review of Applied Linguistics 32, no. 2 (2009): 12.1–12.22. http://dx.doi.org/10.1075/aral.32.2.03hua.
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This paper describes how Chinese-English bilinguals in Taiwan use their languages in asynchronous computer-mediated communication, specifically, via Bulletin Board System (BBS) and email. The main data includes two types: emails collected from a social network and postings collected from two BBS websites. By examining patterns of language choice and language use in these two types of data, the aim of this research is to investigate how a language contact phenomenon – code-switching (CS) – is realized via different writing systems in online environmentThe data reveals that there are two levels of CS: CS between languages and CS between writing systems. In terms of CS between languages, three patterns are found: CS between Mandarin and Taiwanese, CS between Mandarin and English, CS between Mandarin, Taiwanese and English. In terms of CS between writing systems, three patterns are also identified: CS between Standard Written Chinese (SWC) and Zhuyin, CS between SWC and English alphabet, and CS between SWC, Zhuyin and English alphabet. This paper presents the two levels of CS by using the examples found in the data and describes the complex relationship between different writing systems and different languages. It is concluded that CS is found to be a common phenomenon on asynchronous CMC, where it fosters multilingualism and multi-orthography.
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Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (June 23, 2021): 1–16. http://dx.doi.org/10.1145/3457987.
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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
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Kadhim Abid, Aoda. "THE EFFECTIVENESS OF IRAQI LANGUAGE WRITING PROFICIENCY ON FOREIGN LANGUAGE PERFORMANCE (ENGLISH) IN THE WRITING SKILL OF PREPARATORY SCHOOL PUPILS IN IRAQ." Humanities & Social Sciences Reviews 7, no. 6 (December 19, 2019): 807–12. http://dx.doi.org/10.18510/hssr.2019.76122.
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Purposes: This study aims at investigating the relationship between the Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq.
Novelty: Despite the linguistic distance between English and Arabic, it is postulated that Arabic writing skills can be transferred positively to the target language (English).
Methodology: The researchers used the composition prompt test instrument for this purpose; one test was in Arabic and the other was in English. The population was from two preparatory schools in the general directorate of Thi-Qar. The participants were 25 male students who were chosen on the basis of the students' achievement in the previous years.
Results: That is, the participants proved to be proficient writers in Arabic after they had had a pretest in which they were asked to write a short paragraph about themselves. In conclusion, the results of the present study showed that there is no statistically significant relationship between the two languages. Those students who got high marks and were proficient in the Iraq language (Arabic) writing performed well in the counter skill (English).
Implication/Application: This result supports the theoretical views of Cummins' threshold hypothesis and Chomskian's Interdependence theory. The results of the study indicate that there is no need for integrating the instruction of writing skills between the two languages in textbooks so that the writing level of students in the foreign language (English) can be improved.
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Aidman, Marina. "Early bilingual writing." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 1–18. http://dx.doi.org/10.1075/aral.25.1.01aid.
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Abstract The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the child’s classroom peers were sampled for comparative analysis. The findings provide evidence that language development in one of the bilingual’s languages tends to enhance the development in the other. Thus there have been differentiated text types in the child’s English writing that were not explicitly taught in English, and also some genres not typically found in the same age monolinguals’ writing. These genres have been scaffolded using the minority language, thus indicating that aspects of the schematic structure and grammar mastered in one of a bilingual’s languages can be carried across to their second language and stimulate the emergence of new written genres in it. Overall the findings support the hypothesis of the interdependence of bilinguals’ languages development (Cummins, 1981; 1984), in the area of written genre learning.
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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1–16. http://dx.doi.org/10.18326/rgt.v6i1.1-16.
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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.
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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
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Tomuschat, Christian. "The (Hegemonic?) Role of the English Language." Nordic Journal of International Law 86, no. 2 (June 19, 2017): 196–227. http://dx.doi.org/10.1163/15718107-08602003.
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Latin was the language mostly used by international lawyers in the early centuries of European history, later replaced by French. In the course of the 20th century, the monopoly of French was progressively eroded by English. At world level, English has become the primary instrument of communication, whose dominance is not confined to diplomatic intercourse, but has also intruded into academia. Numerous international law journals have switched to English at least as a supplementary language. This ascendance of English has the great advantage of ensuring easy communication among lawyers world-wide. Yet the concentration on English leads to neglect of writing in other languages, and accordingly, to an impoverishment of intellectual debate. The use of English, tends to degenerate into a tool of political hegemony. All international lawyers should make an effort to reach at least a passive knowledge of the traditional European languages in order to avoid a “déformation linguistique”.
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Dewey, Dan P., R. Kirk Belnap, and Rebecca Hillstrom. "Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives." Frontiers: The Interdisciplinary Journal of Study Abroad 22, no. 1 (January 15, 2013): 84–110. http://dx.doi.org/10.36366/frontiers.v22i1.320.
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In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well. Students’ Arab social networks tended to be small, but there was considerable variation in these networks. The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.
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Mulvey, Christopher. "The English Project's History of English Punctuation." English Today 32, no. 3 (April 27, 2016): 45–51. http://dx.doi.org/10.1017/s0266078416000110.
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The mission of the English Project (www.englishproject.org) is to explore and explain the English language in order to educate and entertain the English speaker, and 2015 was the year of punctuation for the Project because 6 February 2015 was the 500th anniversary of the death of Aldus Manutius. Aldus was a Venetian printer who shaped the comma, invented the semicolon and created italic fonts. He may have been the greatest punctuator of all time. We ‘punctuated’ the year by looking in turn at the full stop, the semicolon, the colon, the comma, the slash, the hyphen, the parenthesis, the exclamation, the apostrophe, the quotation mark and the question mark. Those twelve provide the fundamentals of English language punctuation, and all of them do more than one job. If we had a complete and unambiguous set of punctuation marks, we might need as many as 50, but the writing world does not want the trouble of such precision. In just same way, the writing world has never accepted the need for 44 separate letters to match the 44 separate sounds of the English language. Providing a separate grapheme (letter) for every phoneme (sound) is the linguist's business. Punctuation marks are ambiguous therefore. They suggest rather than define. They rely on context and the quick wittedness of the reader. If precision is needed, there are proofreader's marks. Merriam-Webster lists 42 of them, but proofreading is a special practice. Punctuation marks are a special set of symbols, and of symbols and signs there is no end. Punctuation marks are regularly appropriated by the devisers of computer languages. Punctuation marks can become logotypes – ‘a single piece of type that prints a word’. The exclamation mark can be made to work like &, $, or @. There are fuzzy edges to the subject of punctuation.
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Albiladi, Waheeb S., Fahad H. Abdeen, and Felicia Lincoln. "Learning English through Movies: Adult English Language Learners’ Perceptions." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1567. http://dx.doi.org/10.17507/tpls.0812.01.
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The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners believe are the benefits and challenges of relying on English movies to develop their language competency. The study’s results indicated that language learners believed that movies are authentic sources of language learning and can be used effectively to improve language skills including speaking, listening, reading, vocabulary, and writing. Findings also revealed that according to language learners, movies are beneficial in terms of increasing students’ cultural awareness.
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Markova, Elena A. "Precious resources of Dark Continent: a New Status of African Literature or Regional Augment to World National Literatures?" Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2020): 307–15. http://dx.doi.org/10.20339/phs.6-20.307.
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This article examines literary works of bilingual authors in Nigeria, who create their own national cultural worldviews through the language in which they write, thereby explaining why English in Nigeria is influenced by Nigerian culture. Nigeria is a country that has witnessed a cross-flow of linguistic change due to its inherent multilingualism combined with colonial experiences under British rule, a country where ethnic minorities were referred to as “oil minorities”. Although only two languages are recognized as official languages in Nigeria — Yoruba and English –the problem of multilingualism in Nigeria today remains unexplored, and where there is language contact, there must be a language conflict. Indeed, contiguous languages are often competitive languages and there is no language contact without language conflict. Moreover, the problem of linguistic contact and linguistic conflict exists at three different but interrelated levels: social, psychological and linguistic. The social aspect is related to such issues as the choice of language and its use, the psychological — to the attitude towards language, ethnicity, while the linguistic aspects are focused on the code switching, the donor language intervention, which the English language is. The language conflict has influenced the literary work of Nigerian writers writing in English, which has become an exoglossic language, superimposed on the indigenous languages of the Nigerian peoples. Thus, bilingualism in Nigeria can be considered semi-exoglossic, including English coupled with language mixing.
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Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.
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The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.
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McCarthey, Sarah J., and Georgia Earnest García. "English Language Learners’ Writing Practices and Attitudes." Written Communication 22, no. 1 (January 2005): 36–75. http://dx.doi.org/10.1177/0741088304271830.
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Gilliland, Betsy. "Writing essays in English language and linguistics." Critical Inquiry in Language Studies 13, no. 4 (May 23, 2016): 380–84. http://dx.doi.org/10.1080/15427587.2016.1182882.
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DAI, FAN. "English-language creative writing in mainland China." World Englishes 29, no. 4 (November 21, 2010): 546–56. http://dx.doi.org/10.1111/j.1467-971x.2010.01681.x.
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Ardila, Alfredo, Mónica Rosselli, Alexandra Ortega, Merike Lang, and Valeria L. Torres. "Oral and written language abilities in young Spanish/English bilinguals." International Journal of Bilingualism 23, no. 1 (July 19, 2017): 296–312. http://dx.doi.org/10.1177/1367006917720089.
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Purpose: The purpose of this study was to compare oral and written language abilities in English and Spanish of young bilinguals residing in the USA. Methodology: Sixty-two participants (mean age = 23.7; SD = 3.50), consisting of 42 bilinguals (born of Spanish-speaking parents) and 20 English monolinguals, were administered a battery of 15 language tasks. Analysis: Bilinguals were divided into two groups: (a) US-born (simultaneous bilinguals who had been exposed to English and Spanish since birth and educated primarily in English) and (b) Latin American-born (early sequential bilinguals who were educated in Spanish and English, although exposed to Spanish at birth and to English before the age of 10). Findings: Higher lexical ability was demonstrated in English compared to Spanish in bilinguals. Performance in grammar tests of the two languages was inconsistent. Reading/writing ability in English was similar for participants born in the USA and in Latin America; however, participants who were born in Latin America had significantly higher scores for Spanish reading/writing tasks. When comparing performance in English tests, it was found that scores for bilingual participants were similar to those of English monolinguals. Originality: The current study directly compares oral and written language abilities in two subgroups of young Spanish/English bilinguals. Three language dimensions are studied: lexicon/grammar; oral/written language; and language knowledge/language use. Implications: Our results suggest that bilingualism does not interfere with normal linguistic ability in English. Limitations: The current study was carried out in a specific bilingual context. Generalization of these results should be done with caution.
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Belcher,, Diane. "Considering what we know and need to know about second language writing." Applied Linguistics Review 3, no. 1 (April 17, 2012): 131–50. http://dx.doi.org/10.1515/applirev-2012-0006.
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AbstractThe relatively young field of second language (L2) writing has come a long way in the past few decades but still has far to go if it wishes to broaden its research foci to consider a greater diversity of writing contexts. As a largely pedagogically-motivated area, L2 writing has so far mainly focused on writing in English as a second language, especially that of young adults in English-medium universities. Far less investigated by L2 writing researchers have been the needs of younger L2 writers, at primary and secondary-school levels, and adults outside of universities. Still less examined have been the teaching and learning of writing in foreign language contexts, most notably in languages other than English. These gaps have important implications for knowledge construction in L2 writing.
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Lau, Lisa. "The language of power and the power of language." Power and Narrative 17, no. 1 (October 30, 2007): 27–47. http://dx.doi.org/10.1075/ni.17.1.05lau.
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This article will discuss the complexity of positionality and the implications of writing in the English language in a South Asian context. Given the postcolonial heritage of South Asia, contemporary authors producing literature in English find themselves confronted with both tremendous opportunity as well as tremendous controversy. Literature has become a product in the circuit of culture, and the concluding sections will therefore discuss and explore how writers, and particularly diasporic writers, using English (as opposed to the other languages in India) are able to seize a disproportionate amount of world attention and consequently, through their choice of language, gain the power to make their presentations and representations dominant and prevalent in terms of distribution and influence.
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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.
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English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.
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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (March 14, 2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.
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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.
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Özkayran, Ali, and Emrullah Yılmaz. "Analysis of Higher Education Students’ Errors in English Writing Tasks." Advances in Language and Literary Studies 11, no. 2 (April 30, 2020): 48. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.48.
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The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable
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Orcasitas-Vicandi, María. "Crosslinguistic influence and morphological awareness in English (third language) writing." International Journal of Bilingualism 24, no. 4 (June 5, 2019): 616–33. http://dx.doi.org/10.1177/1367006919852164.
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Aims: The aim of the present paper is twofold. Firstly, we look into the effects of a number of factors on crosslinguistic influence (study 1). Secondly, we analyse the role played by morphological awareness in the production of crosslinguistic instances (study 2). In this way, we contribute to the understanding of how crosslinguistic and metalinguistic dimensions of third language acquisition are intertwined. Methodology: We investigate lexical adaptations of the first language and second language in third language English (i.e. adapted loan words) and combine quantitative and qualitative research methods. A quantitative analysis explores the impact of the first language, the L2 factor, typology and proficiency in the target and the source languages (study 1). A qualitative analysis then proposes a categorization of the strategies used by participants to adapt their first language and second language to the target language (study 2). Data and Analysis: Language proficiency was evaluated in 222 compositions, 74 written in each language (Basque, Spanish and English). The adapted loan words found in English compositions were classified according to their source language, word category, word class and type/token categories (study 1). In addition, the strategies used by participants were identified and analysed (study 2). Findings: The results indicate that language typology is the main predictor of the source language of crosslinguistic influence, and a variety of strategies point at morphological awareness as a key factor in the strategic use of participants’ first language and second language. Originality: By mixing quantitative and qualitative methods, this paper provides additional support to the claim that crosslinguistic influence and morphological awareness are intertwined in third language writing. Significance: The overall results show that students who are morphologically aware make crosslinguistic and morphological associations and use them strategically in their third language.
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Ghimire, Nani Babu. "Nepalese English (Nenglish): Diverse and expanded assortment of Standard English." Siddhajyoti Interdisciplinary Journal 2, no. 01 (August 21, 2021): 39–49. http://dx.doi.org/10.3126/sij.v2i01.39237.
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Nepalese English is a new version of Standard English which is developed due to the effect of the Worlds Englishes. When the English language is expanded, the consequence has been seen in the use of English according to the socio-cultural context of the countries. The use of English either in spoken or written form is also seen differently from the Standard English in Nepal. To uncover this change in the use of English in Nepal, I studied two fictions (novels) written by two Nepalese literary figures in English based on qualitative analysis of the authors’ practice in the use of Nepalese English in writing fiction and found that there is the influence of Nepalese socio-cultural, socio-political, social norms and values in English literature. The finding also illustrated that Nepalese words (characters, location, kinship and taboos terms) are making their entries, complete sentences in Nepali are written, English suffixes are being attached to Nepalese words and vice versa, the word order of English is changed in Nepalese English (Nenglish), the literal translation of Nepalese proverbs are being introduced in English literature. The practice of writing English literature using Nepalese English is being extended to create its own features in English language which leads to develop Nepalese English as a separate variety in the field of language study.
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Lee, Juyeon, and Michael Heinz. "English Language Learning Strategies Reported By Advanced Language Learners." Journal of International Education Research (JIER) 12, no. 2 (April 1, 2016): 67–76. http://dx.doi.org/10.19030/jier.v12i2.9629.
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The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.
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Salas, Naymé, and Markéta Caravolas. "Dimensionality of Early Writing in English and Spanish." Journal of Literacy Research 51, no. 3 (July 18, 2019): 272–92. http://dx.doi.org/10.1177/1086296x19858146.
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Writing development is understood to be a multidimensional task, heavily constrained by spelling in its early stages. However, most available evidence comes from studies with learners of the inconsistent English orthography, so our understanding of the nature of early writing could be highly biased. We explored writing dimensions in each language by assessing a series of text-based features in children’s texts between mid-Grade 1 to mid-Grade 2. Results revealed that two constructs, writing conventions and productivity, emerged in both languages, but the influence of orthographic consistency started to be evident in the later time points. Other constructs of text generation seemed to emerge later and were less stable over time. The article thus highlights the language-general underpinnings of early text-writing development and the impact of orthographic consistency; furthermore, it strengthens the view that some writing components develop before others. We discuss implications for the assessment of early written products.
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Sokolović-Perović, Mirjana, Bene Bassetti, and Susannah Dillon. "English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system." Bilingualism: Language and Cognition 23, no. 3 (July 12, 2019): 591–601. http://dx.doi.org/10.1017/s136672891900035x.
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AbstractThere is growing evidence that the orthographic forms (spellings) of second language words affect second language (L2) speech production, but it is not known whether orthography affects L2 phonology in native users of a non-alphabetic writing system. To answer this question, this study tested the effects of number of letters on the duration of consonants and vowels in the EnglishL2 speech production of Japanese–English sequential bilinguals. JapaneseL1–EnglishL2 bilinguals and English native speakers (both n = 16) performed a delayed word repetition task, producing 16 English word pairs in which the same consonant or vowel was spelled either with a single letter or with double letters, as in city-kitty. The bilinguals produced the same English sound as longer or shorter depending on the number of letters in its spelling, confirming that L2 orthographic forms affect L2 speakers’ phonological representations of L2 words even when their L1 writing system is not alphabetical.
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Kanodia, Ambika, Anushree Chakraborty, Arunima Saha, and Pousali Ghosh. "Importance of English Language In Competitive Examinations : An Awareness Stduy." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2033–50. http://dx.doi.org/10.15864/ijelts.3208.
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Competitive Examinations are held to examine the IQ, the Logical Quotient and the Analytical Understanding of the candidate. Generally all competitive examinations have few subjects in common like Quantitative Aptitude, Logical Reasoning and English Language. English is a language that is widely spoken and understood by people all over the globe. Being one of the most commonly used languages, English has occupied its place in competitive examinations in order to understand the reading, writing and understanding skills of candidates. Communication skills of a person are evaluated partly on the marks scored in paper of English Language in the various competitive examinations. Most of the educational institutions today have designed their curriculum where English is taught and learned as first language and mother tongue becomes the second language. This is a small example to prove the importance of English in our education system as well as well as our careers. When people sit for competitive examinations either for further studies or for various government or private jobs, English is an unavoidable paper. This somehow depicts the importance of English Language in various Competitive Examinations. Proper use of the language is also regarded as a skill developed with continuous practice and learning techniques. Learning English and gaining a fluency in the language widens the career prospects.
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Flowerdew, John. "The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality." Language Teaching 52, no. 02 (April 2019): 249–60. http://dx.doi.org/10.1017/s0261444819000041.
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Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.
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Shobikah, Nanik. "Competences in English." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (January 28, 2020): 23. http://dx.doi.org/10.33474/j-reall.v1i1.5280.
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This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.
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Wu, Chia-Pei, and Huey-Ju Lin. "Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)." English Language Teaching 9, no. 9 (July 24, 2016): 52. http://dx.doi.org/10.5539/elt.v9n9p52.
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<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.</p>
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Abdel-Hafiz, Ahmed-Sokarno. "Coordinate constructions in Fadicca and English." Languages in Contrast 10, no. 1 (April 8, 2010): 1–28. http://dx.doi.org/10.1075/lic.10.1.01abd.
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Coordinate constructions in Fadicca Nubian have not been studied in depth. In order to understand the Fadicca coordinate constructions in a satisfactory way, we need to study them in the light of coordinate constructions in such a familiar language as English. There is another reason for the selection of English as part of the comparison here: to verify the claim (cf. Armbruster, 1960; Sokory, 1990) that these two languages manifest no difference as far as coordinate constructions are concerned. The comparison of coordinate constructions in the two languages involves the semantic types of coordination, the scope of coordinators in the two languages, the number and position of coordinators in coordinate constructions. The paper also shows that Fadicca is one of the languages that lack writing, yet it has its own indigenous coordinators (cf. Haspelmath, 2000: 7).
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Zainuddin, Siti Zaidah Binti, Stefanie Pillai, Francisco Perlag Dumanig, and Adriana Phillip. "English language and graduate employability." Education + Training 61, no. 1 (January 14, 2019): 79–93. http://dx.doi.org/10.1108/et-06-2017-0089.
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PurposeThe purpose of this paper is to examine the perspectives of Malaysian employers and students on the need for English language proficiency and skills for employment.Design/methodology/approachInterviews were conducted with employers from various organisations. Additionally, questionnaires were disseminated to undergraduates at four public universities in Malaysia. These were done to ascertain the perspectives of different stakeholders on the importance of English in securing employment, the effect of a marked regional accent or dialect on employability and industry’s expectations and requirements for new employees.FindingsEmployers and students agree that English plays a major role in employability. Whilst there was general agreement by both parties that good grammar and a wide range of vocabulary are important, the findings indicated several mismatches in terms of students’ perceptions and employers’ expectations. Among them is the use of the colloquial form of English at the workplace which was not favoured by employers. Employers also generally felt that knowledge of different types of writing styles could be learnt on-the-job. Furthermore, employers pointed out other essential skills for employability: the ability to communicate in other languages, confidence and a good attitude.Practical implicationsCognisant of the fact that English is essential in improving employability, initiatives to improve the level of English among Malaysian students must continue to be put in place. University students should be made aware of the different language skills sought by employers early in their university education. The mismatches between the perceptions of university students and the expectations of employers should be considered when planning English language courses and degree programmes. More structured feedback from industry on both would help to better prepare students for the world of work and to ease the transition from campus to career.Social implicationsIn relation to graduate employability, these English-language elite groups would have an advantage in securing employment especially in multinational companies, and this will, in a long run, create a larger gap between students from the international and public schools.Originality/valueWith the standpoint of two important parties, employers and students, a more comprehensive idea of the effect of English language on employability has been obtained.
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Solli, Kristin, and Ingjerd Legreid Ødemark. "Multilingual Research Writing beyond English: The Case of Norwegian Academic Discourse in an Era of Multilingual Publication Practices." Publications 7, no. 2 (April 4, 2019): 25. http://dx.doi.org/10.3390/publications7020025.
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Although English is the dominant language of scholarly publication, many multilingual scholars continue to publish in other languages while they also publish in English. A large body of research documents how these multilingual scholars negotiate writing in English for publication. We know less, however, about the implications of such negotiations for other languages that scholars work in. We wanted to investigate trends in writing conventions in language other than English during a period when multilingual publication patterns have been common. Specifically, we examined changes in rhetorical patterns in the introduction sections of the 1994 and the 2014 volumes of three Norwegian-language journals in three different disciplines in the humanities and social sciences. Our findings show that while certain features of our material might be interpreted as the result of a non-English discourse community adopting dominant Anglo-American models, the overall picture is more complex. Our study indicates that we need more research that examines cross-linguistic textual practices that focus on English and any other languages that scholars may work in. We also consider the possible pedagogical implications of such a focus.
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Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.2143/itl.156.0.2034417.
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Abstract The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.
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Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.1075/itl.156.02ada.
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The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.
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Van Mensel, Luk, Amélie Bulon, Isa Hendrikx, Fanny Meunier, and Kristel Van Goethem. "Effects of input on L2 writing in English and Dutch." Journal of Immersion and Content-Based Language Education 8, no. 2 (May 1, 2020): 173–99. http://dx.doi.org/10.1075/jicb.18034.van.
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Abstract This study aims to explore the impact of formal and informal input on learners’ variability in writing, and to compare two target-language conditions (Dutch and English) in CLIL and non-CLIL settings in French-speaking Belgium. A regression model shows that CLIL is a significant predictor of L2 outcomes for both target languages, but that the relative impact of formal and informal input differs depending on the target language. In short, the amount of formal language exposure predicts the outcomes of the written productions of the learners of English, and the frequency of informal exposure those of the learners of Dutch. We argue that this observation is likely related to the difference in status that each of these languages holds among the pupils in our sample. The findings thus highlight the importance of the L2 status in research on CLIL, since different L2s can yield different results.
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Cadwell, Robert, and MJ Outcault Hill. "Improving written communication among English language learners." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 63–68. http://dx.doi.org/10.47670/wuwijar201821rcmjoh.
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Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.