Journal articles: 'English language English language Language and education'

1

Dergaeva, S. S. "Additional language education. English language club." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2017): 112–13. http://dx.doi.org/10.20339/am.07-17.112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

Full text

Abstract:

While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.

APA, Harvard, Vancouver, ISO, and other styles

3

Ginsberg, Daniel, Maya Honda, and Wayne O'Neil. "Looking beyond English: Linguistic inquiry for English Language Learners." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.

Full text

Abstract:

Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.

APA, Harvard, Vancouver, ISO, and other styles

4

Passoni, Taisa Pinetti. "Language Without Borders (English) Program: A Study on English Language Ideologies." Revista Brasileira de Linguística Aplicada 19, no. 2 (June 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.

Full text

Abstract:

ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.

APA, Harvard, Vancouver, ISO, and other styles

5

Muluh Nkwetisama, Carlous. "Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 106. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.106.

Full text

Abstract:

The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers’ perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon.

APA, Harvard, Vancouver, ISO, and other styles

6

Christian, Donna. "Dual-Language Education for English Language Learners." TESOL Quarterly 35, no. 4 (2001): 601. http://dx.doi.org/10.2307/3588433.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mish, David. "Sharing Stories: English Language Learners Become English Language Authors." TESOL Journal 5, no. 1 (February 26, 2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Park, Hyeson. "A minimalist approach to null subjects and objects in second language acquisition." Second Language Research 20, no. 1 (January 2004): 1–32. http://dx.doi.org/10.1191/0267658304sr228oa.

Full text

Abstract:

Studies of the second language acquisition of pronominal arguments have observed that: (1) L1 speakers of null subject languages of the Spanish type drop more subjects in their second language (L2) English than first language (L1) speakers of null subject languages of the Korean type and (2) speakers of Korean-type languages drop more objects than subjects in their L2 English. An analysis of these two asymmetries is conducted within the Minimalist Program framework (MP), which hypothesizes that language acquisition involves the learning of formal features of a target language.I propose, based on Alexiadou and Anagnostopoulou (1998), that the licensing of null subjects is conditioned by the interpretability of agreement features. When a language has [+interpretable] agreement features, raising of the verb to T (X-movement) satisfies the EPP requirement: hence, a null subject is allowed. On the other hand, in a language with [-interpretable] agreement features, the subject is obligatory since merger of the subject in the specifier of TP (XP-merge) is required to check the EPP feature. Learning of the obligatory status of English subjects is easier for Korean learners than for Spanish speakers since syntactically both English and Korean have the same feature value [-interpretable] (although null subjects are allowed in Korean for pragmatic reasons). Spanish has the opposite syntactic feature value [+interpretable] and resetting of this is more difficult. Licensing of null objects is hypothesized to be related to the strength of theta-features. Languages with strong theta-features, such as English and Spanish, do not allow null objects, whereas languages with weak theta-features like Korean allow null objects. It takes time for Korean speakers to learn the different value of English theta-features, resulting in the extended null object period in L2 English of Korean L1 speakers.

APA, Harvard, Vancouver, ISO, and other styles

9

Phillipson, Robert. "Language Challenges in Global and Regional Integration." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 14–35. http://dx.doi.org/10.2478/sm-2018-0001.

Full text

Abstract:

Summary The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.

APA, Harvard, Vancouver, ISO, and other styles

10

Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.

Full text

Abstract:

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

APA, Harvard, Vancouver, ISO, and other styles

11

Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.

Full text

Abstract:

A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.

APA, Harvard, Vancouver, ISO, and other styles

12

Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (December 31, 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.

Full text

Abstract:

In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.

APA, Harvard, Vancouver, ISO, and other styles

13

Blackburn, Aranzazu M., Linley Cornish, and Susen Smith. "Gifted English Language Learners." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.

Full text

Abstract:

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.

APA, Harvard, Vancouver, ISO, and other styles

14

Siegle, Del. "English Language Special Issue." Journal for the Education of the Gifted 43, no. 4 (September 25, 2020): 295–96. http://dx.doi.org/10.1177/0162353220955163.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Kitano, Margie K., and Ruben Espinosa. "Language Diversity and Giftedness: Working with Gifted English Language Learners." Journal for the Education of the Gifted 18, no. 3 (July 1995): 234–54. http://dx.doi.org/10.1177/016235329501800302.

Full text

Abstract:

The challenge of serving gifted students from nonmainstream cultural backgrounds assumes greater complexity when accompanied by linguistic diversity. Gifted students with primary languages other than English, or English language learners, demonstrate wide within-group differences related to language of origin, level of first- and second- language proficiency, cultural background, and type and level of talent. While the majority of bilingual residents in the United States speak Spanish, some school district enrollments represent nearly 100 different language groups, some of very low incidence. To respond to the needs of this population, educators require current information concerning appropriate procedures for identification, service delivery, instructional methods, and community involvement. This article summarizes available literature and suggests future directions.

APA, Harvard, Vancouver, ISO, and other styles

16

Minggirovna, Meyliyeva Gulnoza. "Sociolinguistics in English language education." Asian Journal of Multidimensional Research (AJMR) 8, no. 4 (2019): 74. http://dx.doi.org/10.5958/2278-4853.2019.00137.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Tran Xuan, Diep. "Dangerous Language and English Education." Journal of Science Educational Science 64, no. 1 (2019): 108–25. http://dx.doi.org/10.18173/2354-1075.2019-0012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

García-Sánchez, Soraya. "Debates in English Language Education." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 4 (October 2020): 33–50. http://dx.doi.org/10.4018/ijcallt.2020100103.

Full text

Abstract:

Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.

APA, Harvard, Vancouver, ISO, and other styles

19

Gil, Jeffrey. "The double danger of English as a global language." English Today 26, no. 1 (February 23, 2010): 51–56. http://dx.doi.org/10.1017/s0266078409990575.

Full text

Abstract:

Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.

APA, Harvard, Vancouver, ISO, and other styles

20

Liddicoat, Anthony J., and Andy Kirkpatrick. "Dimensions of language education policy in Asia." Journal of Asian Pacific Communication 30, no. 1-2 (June 30, 2020): 7–33. http://dx.doi.org/10.1075/japc.00043.kir.

Full text

Abstract:

Abstract This paper will identify the major trends that can be determined from an overall study of recent language policies across Asia. The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in polities that are linguistically extremely diverse; a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries; and the promotion of English as the first foreign language in education systems, often giving other ‘foreign’ languages a minimal role in education. Possible reasons and motivations for these trends will be discussed and countries where exceptions to these trends can be identified will be illustrated. The aim of the paper will be to discuss these trends and to critically evaluate selected language policies. The paper will conclude with predictions for the future linguistic ecology of the region and for the interrelationships of respective national languages, indigenous languages and English

APA, Harvard, Vancouver, ISO, and other styles

21

Ishikawa, Tomokazu. "Conceptualising English as a global contact language." Englishes in Practice 4, no. 2 (April 1, 2017): 31–49. http://dx.doi.org/10.1515/eip-2017-0002.

Full text

Abstract:

Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.

APA, Harvard, Vancouver, ISO, and other styles

22

Hwang, Jong-Bai. "Korean Language Education and English Education in Korea－Effects of English Education on Korean Language Education." korean language education research ll, no. 30 (December 2007): 87–110. http://dx.doi.org/10.20880/kler.2007..30.87.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Jawad, Najat A. Muttalib M. "Bilingual Education: Features & Advantages." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 735–40. http://dx.doi.org/10.17507/jltr.1205.12.

Full text

Abstract:

Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive merits much more than those who speak just one language (monolinguals). As for bilingual education in recent times, there are still contradictory opinions. Some believe that learning the first language (L1) will not hurt the second one (English) and that new knowledge learned in L1 will gradually transfer to the second language, English. On the other side, some maintain that developing the L1 will essentially affect the learners’ progress in English learning if they don’t get full English immersion. Moreover, bilingualism cannot obtain easily and that is all. To keep high-level bilingualism, learner of two languages (the bilingual person) needs to use both languages constantly and with great effort. Learning a foreign language leads to learning a different culture that widens understanding and develops humanity. And the ability to use the second language and the second culture is considered a means to achieve creative capabilities.

APA, Harvard, Vancouver, ISO, and other styles

24

Pateşan, Marioara, and Dana Zechia. "Foreign Language Education in the Military." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 2 (June 1, 2018): 351–55. http://dx.doi.org/10.1515/kbo-2018-0114.

Full text

Abstract:

Abstract As teachers of English in the military, we totally believe that today’s military should have foreign language skills and cultural expertise besides military competencies, needed to face the challenges of our present security. Foreign languages and cultural awareness can be considered ‘critical capabilities’. But proficiency in a foreign language is difficult to be acquired when you are not allotted sufficient class hours or the linguistic level of your students is pretty low. The English language proficiency training is a complex process involving time as well as human and financial resources. Each army needs literate military in foreign languages that can speak and write, comprehend oral speech or written text, in the literal and figurative forms of the language. Not being able to speak the NATO prime language of communication can be considered a real barrier for any military participant in international missions. The present study is a theoretical approach presenting some priorities in language learning education at home and abroad

APA, Harvard, Vancouver, ISO, and other styles

25

Pratama, Hendi, and Yuliati. "Global Education in English Classroom: Integrating Global Issues into English Language Teaching." International Journal of Social Science and Humanity 6, no. 9 (September 2016): 719–22. http://dx.doi.org/10.7763/ijssh.2016.v6.739.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Kuksova, E. L., T. G. Voloshina, and Yu S. Blazhevich. "ENGLISH AND FRENCH LANGUAGES IN MULTIBUAGE AFRICA: LANGUAGE POLICY AND EDUCATION." Bulletin of Udmurt University. Series History and Philology 30, no. 2 (May 7, 2020): 238–43. http://dx.doi.org/10.35634/2412-9534-2020-30-2-238-243.

Full text

Abstract:

The study focuses on the existence of French and English in sub-Saharan Africa. The article discusses two new linguocultural environments that have developed in postcolonial Africa: anglophone and francophone. Scientists raise the question of the state status of English and French in Sub-Saharan Africa, their sociocultural role and the problems of their functioning in these countries. Particular attention is paid to the ongoing language policy in sub-Saharan Africa, according to which English and French become an obligatory component of the sociocultural environment, which, on the one hand, is imposed against the will of Africans, and, on the other hand, unites multilingual African ethnic groups. The main role in the conduct of language policy is played by education, through which the European languages in question penetrate into an unnatural linguocultural environment for them. The paper describes the approaches to teaching languages, typical of English-speaking and French-speaking countries, evaluating their strengths and weaknesses.

APA, Harvard, Vancouver, ISO, and other styles

27

Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

Full text

Abstract:

English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

APA, Harvard, Vancouver, ISO, and other styles

28

Shi, Hong. "English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning." Journal of International Students 8, no. 2 (April 1, 2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.

Full text

Abstract:

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

APA, Harvard, Vancouver, ISO, and other styles

29

Beresova, Jana. "Using English as a gateway to Romance language acquisition." Global Journal of Foreign Language Teaching 6, no. 1 (August 1, 2016): 28. http://dx.doi.org/10.18844/gjflt.v6i1.571.

Full text

Abstract:

The paper focuses on Romance language acquisition through English acquired as the first foreign language. A conscious approach to relations between languages enables learners, who acquired certain knowledge, attitudes and skills while learning one language, to learn other languages more easily. Research is based on contrastive analysis of two Romance languages – French and Spanish – and their relations to English. Learning those two Romance languages was carried out through the knowledge of some principles of how languages function and are related to each other. The analysis of vocabulary and grammar focuses on similarities between the three mentioned languages, emphasising the level of intensity in similarity on one hand, and possible problems related to spelling, pronunciation and meaning on the other hand. The research supports the idea of language plurality in education, and the necessity to help learners construct and continuously broaden and deepen their own plurilingual competence. Keywords: pluringuialism; multilingualism; FREPA; contrastive analysis;

APA, Harvard, Vancouver, ISO, and other styles

30

LeClair, Courtney, Beth Doll, Allison Osborn, and Kristin Jones. "English language learners' and non-English language learners' perceptions of the classroom environment." Psychology in the Schools 46, no. 6 (May 13, 2009): 568–77. http://dx.doi.org/10.1002/pits.20398.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

32

Mohr, Susanne, and Dunlop Ochieng. "Language usage in everyday life and in education: current attitudes towards English in Tanzania." English Today 33, no. 4 (July 6, 2017): 12–18. http://dx.doi.org/10.1017/s0266078417000268.

Full text

Abstract:

Tanzania is, like most countries in East Africa, extremely culturally and linguistically diverse. Language counts range from 125 (Lewis, Simons & Fennig, 2016) to 164 living languages mentioned by the ‘Languages of Tanzania project’ (2009). Given this extreme multilingualism, institutional languages had to be chosen on a national level after independence. Kiswahili is the proclaimed national language and lingua franca of the East African region, also spoken in Kenya, Uganda and the Democratic Republic of Congo, for instance, and is used as medium of instruction (MoI) in primary education. English, the former colonial language, is the de facto national working language and medium of instruction in secondary and higher education. However, English remains a minority language, spoken by approximately 5% of the population, most of whom are members of a higher social class (Tibategeza, 2010). This leads to English being an international rather than a second language as in other former British colonies (Schmied, 1990, 1991). Rubanza (2002: 45) goes so far as to argue that ‘the society Tanzanians work and live in does not demand the use of English’. That is why it has been claimed that English will never replace the African languages in Tanzania but remain an additional language in certain spheres (Schmied, 1991).

APA, Harvard, Vancouver, ISO, and other styles

33

Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.

Full text

Abstract:

The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific (global or planetary) role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette (verbal and non-verbal) in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English.

APA, Harvard, Vancouver, ISO, and other styles

34

Mahboob, Ahmar. "Beyond Global Englishes: Teaching English as a Dynamic Language." RELC Journal 49, no. 1 (April 2018): 36–57. http://dx.doi.org/10.1177/0033688218754944.

Full text

Abstract:

Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g. English as a Lingua Franca (ELF), World Englishes, English for Specific Purposes (ESP), genre theories, etc.); however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the range or dynamicity of linguistic variations. This article, based on a discussion of language variation, proposes a model of language proficiency that considers the dynamic nature of language variation and is not dependent on static (native-speaker defined) norms of language. Using the Dynamic Approach to Language Proficiency as a model of language proficiency and grounded in understandings of language variation, this article introduces the concept of Teaching English as a Dynamic Language (TEDL). The article includes evidence for the need to develop such a model and also points out ways in which current and future work can contribute to further development of this approach. Finally, the article also identifies some socio-economic implications of this work and explicitly supports the need to recognize and empower local (including endangered) languages through TEDL.

APA, Harvard, Vancouver, ISO, and other styles

35

Toth, Jeanette. "English first." Journal of Immersion and Content-Based Language Education 5, no. 2 (November 6, 2017): 214–37. http://dx.doi.org/10.1075/jicb.5.2.03tot.

Full text

Abstract:

This case study explores the questions of how national and local education policies address languages of instruction for a Swedish compulsory school offering English-medium instruction (hereafter EMI) as well as how these policies are interpreted and implemented in practice. Critical discourse analysis provides a framework for examining the relationship between stated and enacted policies at the various institutional levels. Methods from linguistic ethnography yielded rich data including classroom observations, interviews, and artifact collection over a period of three school years in grades four through six. Findings from the study reveal discourses of language hierarchies, a native speaker ideal privileging English and practices that reflect varying degrees of language separation. While Swedish is occasionally used to support English-medium content learning, there is little space for students’ mother tongues in the mainstream classroom. The findings from this study have implications for how stakeholders may put language-in-education policies into practice in EMI programs.

APA, Harvard, Vancouver, ISO, and other styles

36

Nguyen, Nhan Trong, Peter Grainger, and Michael Carey. "Code-switching in English Language Education: Voices from Vietnam." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1333. http://dx.doi.org/10.17507/tpls.0607.01.

Full text

Abstract:

Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

APA, Harvard, Vancouver, ISO, and other styles

37

Hornberger, Nancy H. "Language policy, language education, language rights: Indigenous, immigrant, and international perspectives." Language in Society 27, no. 4 (December 1998): 439–58. http://dx.doi.org/10.1017/s0047404500020182.

Full text

Abstract:

ABSTRACTIndigenous languages are under siege, not only in the US but around the world – in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are similarly subjected to seemingly irresistible social, political, and economic pressures. This article discusses a number of such cases, including Shawandawa from the Brazilian Amazon, Quechua in the South American Andes, the East Indian communities of South Africa, Khmer in Philadelphia, Welsh, Maori, Turkish in the UK, and Native Californian languages. At a time when phrases like “endangered languages” and “linguicism” are invoked to describe the plight of the world's vanishing linguistic resources in their encounter with the phenomenal growth of world languages such as English, the cases reviewed here provide consistent and compelling evidence that language policy and language education serve as vehicles for promoting the vitality, versatility, and stability of these languages, and ultimately promote the rights of their speakers to participate in the global community on and IN their own terms. (Endangered languages, immigrant languages, indigenous languages, language revitalization, linguicism)

APA, Harvard, Vancouver, ISO, and other styles

38

Wolf, Mikyung Kim, Tim Farnsworth, and Joan Herman. "Validity Issues in Assessing English Language Learners' Language Proficiency." Educational Assessment 13, no. 2-3 (October 16, 2008): 80–107. http://dx.doi.org/10.1080/10627190802394222.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Juffs, Alan. "Some effects of first language argument structure and morphosyntax on second language sentence processing." Second Language Research 14, no. 4 (October 1998): 406–24. http://dx.doi.org/10.1191/026765898668800317.

Full text

Abstract:

This article explores some effects of first language verb-argument structure on second language processing of English as a second language. Speakers of Chinese, Japanese or Korean, three Romance languages and native English speakers provided word-by-word reading times and grammaticality judgement data in a self-paced reading task. Results suggest that reliable differences in parsing are not restricted to cases where verb-argument structure differs crosslinguistically.

APA, Harvard, Vancouver, ISO, and other styles

40

Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.

Full text

Abstract:

During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.

APA, Harvard, Vancouver, ISO, and other styles

41

Campos, David. "The Hispanic English Language Learner." Journal of Hispanic Higher Education 7, no. 1 (January 2008): 4–5. http://dx.doi.org/10.1177/1538192707310506.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Kim-Rupnow, Weol Soon, and Peter W. Dowrick. "ACE for English Language Learners." International Journal of Learning: Annual Review 14, no. 11 (2008): 241–48. http://dx.doi.org/10.18848/1447-9494/cgp/v15i11/46007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Durán, Richard P. "Assessing English-Language Learners’ Achievement." Review of Research in Education 32, no. 1 (February 2008): 292–327. http://dx.doi.org/10.3102/0091732x07309372.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Wyse, Dominic. "Teaching English, language and literacy." Cambridge Journal of Education 39, no. 3 (September 2009): 287–90. http://dx.doi.org/10.1080/03057640903106424.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Mee, Cheah Yin. "English Language Teaching in Singapore." Asia Pacific Journal of Education 22, no. 2 (January 2002): 65–80. http://dx.doi.org/10.1080/0218879020220207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Schiff-Myers, Naomi B., Janine Djukic, Janine McGovern-Lawler, and Daisy Perez. "Assessment Considerations in the Evaluation of Second-Language Learners: A Case Study." Exceptional Children 60, no. 3 (December 1993): 237–48. http://dx.doi.org/10.1177/001440299406000305.

Full text

Abstract:

The learning of a second language before the primary language is fully developed may result in arrested development or loss of proficiency in the first language. Therefore, the finding that a child is delayed in both languages does not necessarily mean that the child has a language disorder. This article presents a case study of a child who was classified as communication disabled but seems to have suffered from language loss or arrested development of the primary language (Spanish) before attaining full competence in English. The child experienced a temporary delay of development in both languages but eventually mastered English.

APA, Harvard, Vancouver, ISO, and other styles

47

Saidvalieva, D. "On the Meaning of English in the Education of Future Teachers." Bulletin of Science and Practice 5, no. 4 (April 15, 2019): 452–56. http://dx.doi.org/10.33619/2414-2948/41/66.

Full text

Abstract:

In this article, we would like to discuss the role of English as the global language and its impacts on our profession as English teachers. Foreign languages open doors to development and give access to international education. English has roles as both an international and a global language. As an international language, English has played a role as the tool of communication among people from different countries, in other words, English is used to bridge linguistic odd among people in international communities.

APA, Harvard, Vancouver, ISO, and other styles

48

Bodric, Radmila. "Aligning English grammar testing with European language standards." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 129–52. http://dx.doi.org/10.2298/zipi1501129b.

Full text

Abstract:

In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical descriptors for each individual area of grammar, (c) determining the test?s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d) determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.

APA, Harvard, Vancouver, ISO, and other styles

49

Rubdy, Rani. "Approaching English Language Research." English for Specific Purposes 23, no. 1 (January 2004): 93–96. http://dx.doi.org/10.1016/s0889-4906(02)00023-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Qin, Zhou. "An Analysis of the English Pre-class Language." English Language Teaching 12, no. 8 (July 26, 2019): 126. http://dx.doi.org/10.5539/elt.v12n8p126.

Full text

Abstract:

The English pre-class language, as one of the educational languages, has a direct impact on realization of the objectives of a class. This paper gives a detailed analysis of the value of the English pre-class language, its related theoretical proof as well as its main characteristics, which proves the significance of the pre-class language.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'English language English language Language and education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles