Journal articles: 'English language Race awareness'

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Cohen Minnick, Lisa. "Jim's language and the issue of race in Huckleberry Finn." Language and Literature: International Journal of Stylistics 10, no. 2 (May 1, 2001): 111–28. http://dx.doi.org/10.1177/0963-9470-20011002-02.

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While many critics have considered how Jim is represented in Huckleberry Finn, few have approached the question of how he is characterized via an examination of his speech. This article looks specifically at phonological and grammatical features of Jim's speech to determine whether or not they correspond substantially to features of African-American Vernacular English (AAVE) documented by leading scholars. Using the LinguaLinks software program, it was possible to analyze Jim's speech in its entirety to the point where conclusions about characterization based on his language can conscientiously be made. The idea has been to look for occurrences of AAVE features in order to determine at least anecdotally whether Twain represents Jim's speech authentically, that is, in a way that indicates a real rather than stereotypical awareness of as well as sensitivity to real AAVE. Along with the analysis, the article continues with a discussion of attitudes towards social and regional variation of American English (AAVE in particular), the complexity of the work itself, and the critical and popular responses to it.

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Telaumbanua, Yohannes, Yalmiadi Yalmiadi, Martini Martini, and Hasbi Hasbi. "E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings." Studies in English Language and Education 7, no. 2 (September 3, 2020): 504–26. http://dx.doi.org/10.24815/siele.v7i2.16492.

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This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively.

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Saki, Michi. "JALT2014 Plenary Speaker article: Investigating concepts of desire, gender, and identity in language learners." Language Teacher 38, no. 4 (July 1, 2014): 11. http://dx.doi.org/10.37546/jalttlt38.4-4.

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An interview with Kimie Takahashi, International Christian University, Tokyo Sponsored by the Gender Awareness in Language Education (GALE) SIG Over the course of her international career as a sociolinguist, Kimie Takahashi has spent many years working in Australia and Thailand. She has published widely on gender, race, and language learning, which she addresses in her new book Language Learning, Gender and Desire: Japanese Women on the Move (2013, Multilingual Matters). Takahashi is also the co-founder of the sociolinguistics website Language on the Move <languageonthemove.org>. In this interview, Takahashi discusses the motivation behind her research and the concept of akogare and its relationship with second language learning. With many of our students learning English being women, the concepts behind Takahashi’s research is of great interest to any language teacher—male or female. Such knowledge can help deepen our understanding of language learning and of our students. The title of her JALT2014 talk is Gendering Intercultural Communication—Asian Women on the Move. Takahashi completed her doctorate with the University of Sydney in 2006, and is now Visiting Associate Professor in the Department of Society, Culture, and Media at the International Christian University, Tokyo. Takahashi’s research interests focus on gender, race, bilingualism, and second language learning and use in transnational contexts.

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Kim, Grace MyHyun. "Challenging Native Speakerism in Literacy Research and Education." Journal of Literacy Research 52, no. 3 (July 16, 2020): 368–75. http://dx.doi.org/10.1177/1086296x20939558.

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Scholars have examined the myth of Asian Americans and Pacific Islanders (AAPIs) as model minorities in education and specifically within mathematics education, yet less is known about how this myth reveals an intersection of race and language that shapes the experiences of AAPIs in the literacy field. In this article, I argue that a monolingual model rooted in nativist ideologies of English is part and parcel of AAPIs’ racialization as model minorities and forever foreigners. Drawing from AAPI and literacy studies as well as autoethnographic insights, I further argue that the positioning of AAPIs in literacy research illustrates its Eurocentric legacy. This Insights article seeks to raise awareness of a racialized native speaker ethos of literacy research and education, and to call for more literacy research on AAPIs—an invisible minority within the field. Implications include expanding notions of literacy with varied and global perspectives through more research with and from multilingual nondominant communities.

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Baldwin Lind, Paula. "“Far more fair than black”: Othellos on the Chilean Stage." Multicultural Shakespeare: Translation, Appropriation and Performance 22, no. 37 (December 30, 2020): 139–70. http://dx.doi.org/10.18778/2083-8530.22.09.

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This article reviews part of the stage history of Shakespeare’s Othello in Chile and, in particular, it focuses on two performances of the play: the first, in 1818, and the last one in 2012-2020. By comparing both productions, I aim to establish the exact date and theatrical context of the first Chilean staging of the Shakespearean tragedy using historical sources and English travellers’ records, as well as to explore how the representation of a Moor and of blackness onstage evolved both in its visual dimension — the choice of costumes and the use of blackface—, and in its racial connotations alongside deep social changes. During the nineteenth century Othello became one of the most popular plays in Chile, being performed eleven times in the period of 31 years, a success that also occurred in Spain between 1802 and 1833. The early development of Chilean theatre was very much influenced not only by the ideas of the Spaniards who arrived in the country, but also by the available Spanish translations of Shakespeare; therefore, I argue that the first performances of Othello as Other — different in origin and in skin colour — were characterised by an imitative style, since actors repeated onstage the biased image of Moors that Spaniards had brought to Chile. While the assessment of Othello and race is not new, this article contrasts in its scope, as I do not discuss the protagonist’s actual origin, but how the changes in Chilean social and cultural contexts can reshape and reconfigure the performance of blackness and turn it into a meaningful translation of the Shakespearean Moor that activates audiences’ awareness of racism and fears of miscegenation.

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Iqbal, Uzma. "Are We Ready? A Case for Making Hematology Fellows Competent in Treating the Booming Culturally Diverse Minority Populations." Blood 106, no. 11 (November 16, 2005): 5586. http://dx.doi.org/10.1182/blood.v106.11.5586.5586.

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Abstract United States is at an important phase of its growth since the dawn of the new century. US population has grown by 13% from 248 million to 281 million between 1990–2000. Projected increase in population by mid century will be 460 million. According to 2000 census, 11% of US population is foreign born and 17.9% speaks a language other than English at home. Population demographics indicate very significant trend changes. The projected race and ethnic changes are occurring sooner because of higher than expected increase in immigration rates. By 2050 the minorities will make about 50% of US population. Ethnically and culturally diverse minorities are projected to grow exponentially. Asians are expected to grow by 213% to 60 million, while Hispanics will increase in their ranks by 188% to 102.6 million i.e. roughly one quarter of the population. The black population will see a 71% increase to 61 million while Whites will grow by 7% to 210 million. These trends indicate that Asian and Hispanic populations will triple in number by mid century. This poses special challenges to the health care industry and physicians in particular. The Hematologists will be diagnosing and treating a much larger number of the diseases common in these ethnic groups e.g. Sickle cell disease, hemoglobinopathies including Thalassemias and thrombotic and hypercoaguable disorders etc. interaction with these ethnically and culturally diverse clients will be challenging for the Hematology fellows since no formal training in cultural competency training is incorporated in fellowship program structure. Review of the curricula of the training programs has revealed most of these are deficient in this regards. Some awareness of the issue is found in nursing training literature. There is awareness regarding the cultural competency issue at a national level where Health and Human Services have issued national standards for culturally and linguistically appropriate services in health care (CLAS). This initiative can be used as a road map for providing cultural competency training to Hematology fellows. This will enable them to appreciate, think and act in ways that acknowledge, respect and build upon ethnic, socio cultural and linguistic diversity. Fellows can be trained and evaluated during their training in core competencies such as self-awareness, effective communication, cultural knowledge, humility and proper use of interpreters. In conclusion I emphasize that I order to deliver quality health care to ethnically diverse populations and to decrease disparities in health care, cultural competency should be an integral part of Hematology training programs.

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Harvey, Paul. "Language awareness." English Today 4, no. 1 (January 1988): 23–28. http://dx.doi.org/10.1017/s0266078400003266.

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Andrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.

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As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or ‘communicative language ability’, CLA) and their ‘knowledge about language’ (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers’ language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.

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TOPKARAOĞLU, Mert. "ELF AWARENESS IN ENGLISH LANGUAGE EDUCATION." International Journal of Language Academy 5, no. 18 (January 1, 2017): 39–58. http://dx.doi.org/10.18033/ijla.3618.

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Janks, Hilary. "Critical language awareness and people's English." Southern African Journal of Applied Language Studies 1, no. 2 (November 1992): 64–76. http://dx.doi.org/10.1080/10189203.1992.9724605.

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Choi, William, Xiuli Tong, and Helene Deacon. "From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1875–89. http://dx.doi.org/10.1044/2019_jslhr-l-17-0323.

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Purpose Cantonese lexical tone awareness is closely associated with 1st language Cantonese vocabulary knowledge, but its role in 2nd language English vocabulary knowledge was unclear. We addressed this issue by investigating whether and, if so, how Cantonese lexical tone awareness contributes to English expressive vocabulary knowledge in Hong Kong Cantonese–English bilingual children. Method A sample of 112 Hong Kong Cantonese–English bilingual 2nd graders were tested on Cantonese lexical tone awareness, English lexical stress sensitivity, Cantonese– English segmental phonological awareness, and both Cantonese and English expressive vocabulary knowledge. Results Structural equation modeling analyses revealed that Cantonese lexical tone awareness contributed indirectly to English expressive vocabulary knowledge through English lexical stress sensitivity and Cantonese–English segmental phonological awareness. Conclusion These results demonstrate the role of Cantonese lexical tone awareness in Cantonese–English bilingual children's English vocabulary knowledge. This also underscores the importance of 1st language suprasegmental phonological awareness in 2nd language expressive vocabulary knowledge.

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Ahmad, Ayaz, and Sarfraz Khan. "Significance of language policy awareness in English language teaching." Procedia - Social and Behavioral Sciences 15 (2011): 1897–900. http://dx.doi.org/10.1016/j.sbspro.2011.04.023.

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Zaidi, Rahat. "Dual-Language Books: Enhancing Engagement and Language Awareness." Journal of Literacy Research 52, no. 3 (July 16, 2020): 269–92. http://dx.doi.org/10.1177/1086296x20939559.

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This collaborative action research project in Alberta, Canada, explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alongside the teacher reading in English. Video recordings and surveys collected data on the teacher’s, guest readers’, and learners’ reflections on the experience. Findings indicate that regardless of the learners’ linguistic heritage or English language competence, the DLBs offered a unique support for literacy engagement while fostering a focus on language awareness, reading strategies, and higher order engagement with text.

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Uchikoshi, Yuuko. "Phonological Awareness Trajectories: Young Spanish–English and Cantonese–English Bilinguals." Language Learning 69, no. 4 (May 16, 2019): 802–38. http://dx.doi.org/10.1111/lang.12352.

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Wright, Tony, and Rod Bolitho. "Towards awareness of English as a professional language." Language Awareness 6, no. 2-3 (January 1997): 162–70. http://dx.doi.org/10.1080/09658416.1997.9959925.

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Smith, Valerie. "From “Race” to Race Transcendence: “Race,” Writing, and Difference Twenty Years Later." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1528–33. http://dx.doi.org/10.1632/pmla.2008.123.5.1528.

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When I began my career in higher education in the early 1980s, English departments at elite, historically white colleges and universities typically only had, at most, one faculty member of color. With a few notable exceptions, that person was usually the only one in the department to teach or conduct research on topics that engaged questions of race. Now, almost thirty years later, the study of race has assumed a more prominent role in academic life. Not only is it increasingly common to find clusters of scholars working on race in English departments, but scholars of all races and ethnicities are engaged in the study of race. Moreover, scholars of color are no longer assumed to focus on works of literature and culture produced by people of their own racial or ethnic backgrounds. Generally speaking, we have moved beyond the expectation that academic specialization follows phenotype.

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Thang, Nguyen Tat. "ENGLISH-MAJORED STUDENTS’ ATTITUDES TOWARDS PRAGMATIC AWARENESS." VNU Journal of Foreign Studies 37, no. 1 (February 28, 2021): 120. http://dx.doi.org/10.25073/2525-2445/vnufs.4662.

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Good command of language, e.g. vocabulary, grammar, does not always guarantee success in communication. Learners of language need to be equipped with both language and the knowledge of how to use it, i.e. pragmatics. This paper investigates the attitudes of English-majored students at a university in Vietnam towards the knowledge of pragmatics of language learners. Data was collected via a questionnaire and the software SPSS version 20 was used for the analysis. The results showed that the majority of investigated students were aware of the role of pragmatics in their language classes. First year students and fourth year students differed in 3 issues: 1) whether good knowledge of language being enough for communication; 2) willingness to take a course on pragmatics; 3) teachers presenting the knowledge of how to use language officially in classes of language. This indicates that instruction about pragmatic knowledge should be taken into consideration in material design and in language classes.

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Liang, Bin. "Cross-Cultural Awareness in College English Teaching." Applied Mechanics and Materials 599-601 (August 2014): 2011–13. http://dx.doi.org/10.4028/www.scientific.net/amm.599-601.2011.

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the language has the rich cultural connotation, the relationship between language and culture closely. In the process of college English teaching, we should not only focus on language knowledge teaching and language skills training, and to conduct culture teaching, cultivate students' cross-cultural awareness, improve the students' intercultural communicative competence. The article first introduces the definition of culture and cultural awareness and the relationship between language and culture, and then focus on the content and goal of culture teaching, and the ways to cultivate cross-cultural consciousness and methods, etc.

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Ngwenya, Themba. "Integrating language awareness with critical language skills: a legal English experience." Southern African Linguistics and Applied Language Studies 24, no. 1 (February 2006): 23–33. http://dx.doi.org/10.2989/16073610609486404.

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Chiu, Chia-Hui. "ESL learners' semantic awareness of English words." Language Awareness 18, no. 3-4 (October 21, 2009): 294–309. http://dx.doi.org/10.1080/09658410903197272.

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Fitton, Lisa, Kristina Nichole Bustamante, Mary Claire Wofford, Dana Brown, Clariebelle Gabas, Rachel Hoge, and Carla Wood. "Intensifying English Vocabulary Instruction for English Language Learners." Perspectives of the ASHA Special Interest Groups 1, no. 16 (March 31, 2016): 4–14. http://dx.doi.org/10.1044/persp1.sig16.4.

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English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed.

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Francis, Kristina, Bharathi Mutty, Malvin Kaur, Ranjini Kunalan, and Nurullashkeen Mohd Anis. "UNDERGRADUATES’ AWARENESS AND OBSTACLES ON ENGLISH LANGUAGE SPEAKING SKILL." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 176–88. http://dx.doi.org/10.35631/ijepc.5340014.

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The English language is a global language as it’s the most commonly spoken language in the world by many people around the world. Nevertheless, it is also the language of international business and a necessity for people to speak English if they are to enter a corporate workforce. The English language is significant for employment as organizations are requiring and accepting applicants with good English proficiency. Therefore, it is vital for a student to learn and enhance their English language for a promising future. In learning and becoming proficient in the English Language, students are unable to grasp all of the language skills, especially when it comes to speaking skills. They face multiple challenges in communicating the language in the tertiary level of education as speaking skills is a stepping stone to their career. Thus, future graduates are unaware of the importance of English Language speaking skill as it is one of the necessities to be competitive in a global workforce. This research investigated the undergraduates’ perception and challenges on the importance of English language skill and mixed-method was adopted in this study. The results showed that the students understand the importance of English Language speaking skill and also, they have highlighted the challenges of improving their speaking skills.

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Nascimento, Gabriel. "Racism in English Language Teaching? Autobiographical Narratives of Black English Language Teachers in Brazil." Revista Brasileira de Linguística Aplicada 19, no. 4 (December 2019): 959–84. http://dx.doi.org/10.1590/1984-6398201914813.

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ABSTRACT A hundred thirty years after the abolition of slavery and post-slave trade in Brazil, Black people remain the minority amongst teachers in English courses of private and public schools. This situation is tagged in their professional situation insofar as an aftermath of racism and coloniality are concerned, as I shall argue here. In this study, I seek to examine the ways race can be negatively or positively expanded in the performance of the identities of Black English language teachers, framing themselves as either resistant identities in/through language (using the language as a strategy to resist) or resistant identities to language (negating themselves as capable speakers or teachers).

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Paltridge, Brian, and Kieran O’Loughlin. "Aids awareness and discourse interpretation." Australian Review of Applied Linguistics 24, no. 1 (January 1, 2001): 75–92. http://dx.doi.org/10.1075/aral.24.1.06pal.

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Abstract This paper describes a study which examines how people interpret the safe sex messages presented in posters distributed throughout Australian airports as part of the government’s Travel Safe AIDS awareness campaign. The subjects who participated in the study were all under 25 years old, one of the target groups for the particular campaign. The group was made up of 20 native speakers of English and 20 non-native speakers of English. Both groups of readers largely recognized the intended messages of the texts and, in many cases, learnt something new from them. This was particularly the case with the non-native speakers of English. The paper cautions, however, on drawing the conclusion from the study that all readers will necessarily enter into the intended reading position of the texts, and respond positively to them.

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Stec, Maria. "English Course Books and Language Awareness of Young Learners." Literacy Information and Computer Education Journal 4, no. 3 (September 1, 2013): 1171–77. http://dx.doi.org/10.20533/licej.2040.2589.2013.0155.

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Naumoska, Aneta. "Semantic number in relation to English language learner awareness." Educational Role of Language Journal 3 (September 17, 2020): 17–30. http://dx.doi.org/10.36534/erlj.2020.01.02.

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Oz, Huseyin. "Morphological Awareness and Some Implications for English Language Teaching." Procedia - Social and Behavioral Sciences 136 (July 2014): 98–103. http://dx.doi.org/10.1016/j.sbspro.2014.05.296.

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Sifakis, Nicos C. "ELF Awareness in English Language Teaching: Principles and Processes." Applied Linguistics 40, no. 2 (September 27, 2017): 288–306. http://dx.doi.org/10.1093/applin/amx034.

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Ibrahim Rabadi, Reem. "Morphological Awareness and Vocabulary Knowledge among English Language Learners." Arab World English Journal 10, no. 3 (September 15, 2019): 43–63. http://dx.doi.org/10.24093/awej/vol10no3.4.

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Otwinowska, Agnieszka. "English teachers’ language awareness: away with the monolingual bias?" Language Awareness 26, no. 4 (October 2, 2017): 304–24. http://dx.doi.org/10.1080/09658416.2017.1409752.

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Milawati, Milawati. "PROMOTING GRAMMATICAL AWARENESS IN ENGLISH LANGUAGE TEACHING: ESP CONTEXT." Prosodi 15, no. 1 (April 24, 2021): 85–90. http://dx.doi.org/10.21107/prosodi.v15i1.10490.

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Recently, English Specific Purposes is taking a crutial issue to be considered. Since the implementation of ESP is apropriate to the need of its studies, the English skills which required by students is getting growth. Indeed, grammar as one of language components which supports the language skills also changing as its usage. However, the implementation of the grammar usage in ESP, is not really proper to its context. This paper presents the possibilities factors behind its unproper usage and also some activities which raises students’ grammar awarenes . By knowing more about those issue will not only help the teacher to lead the students more effectively and properly in using the grammar, but it will also provide the teacher with a means of evaluating the teaching learning process and help the teacher to produce activities that will actually motivate the students to learn. Keywords: Grammatical Awareness, ESP, English Language Teaching

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DAVIDSON, DENISE, SANDRA B. VANEGAS, ELIZABETH HILVERT, and IEVA MISIUNAITE. "“I Readed the Book Last Week.” The Role of Dominant Language, Receptive Vocabulary and Language Structure on Morphosyntactic Awareness in Monolingual and Heritage Language Children." Bilingualism: Language and Cognition 20, no. 5 (August 3, 2016): 1045–62. http://dx.doi.org/10.1017/s136672891600078x.

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In this research, 5- and 6-year-old monolingual (English) and heritage language (English–Spanish, English–Urdu) children completed a grammaticality judgment test to assess their awareness of grammatically correct and incorrect morphosyntactic structures in English. Results demonstrated that language group differences were minimized when heritage language children exhibited average receptive vocabulary proficiency for the sample, and when more difficult morphosyntactic structures were assessed. In this middle range, only two group differences were found. Our findings highlight the need to consider factors such as receptive vocabulary when assessing morphosyntactic awareness and language group differences.

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Yalçın, Şebnem, Yasemin Bayyurt, and Benan Rifaioğlu Alahdab. "Triggering effect of CLIL practice on English as a lingua franca awareness." ELT Journal 74, no. 4 (September 3, 2020): 387–97. http://dx.doi.org/10.1093/elt/ccaa044.

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Abstract The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

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DAVIDSON, Denise, Sandra B. VANEGAS, Elizabeth HILVERT, Vanessa R. RAINEY, and Ieva MISIUNAITE. "Examination of monolingual (English) and bilingual (English/Spanish; English/Urdu) children's syntactic awareness." Journal of Child Language 46, no. 04 (March 14, 2019): 682–706. http://dx.doi.org/10.1017/s0305000919000059.

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AbstractIn this study, monolingual (English) and bilingual (English/Spanish, English/Urdu) five- and six-year-old children completed a grammaticality judgment test in order to assess their awareness of the grammaticality of two types of syntactic constructions in English: word order and gender representation. All children were better at detecting grammatically correct and incorrect word order constructions than gender constructions, regardless of language group. In fact, bilingualism per se did not impact the results as much as receptive vocabulary range. For example, children with the highest receptive vocabulary scores were more accurate in detecting incorrect word order constructions (i.e., word order violations, semantic anomalies) and incorrect gender agreement than children in the lower receptive vocabulary ranges. However, no differences were found between the ranges for ambiguous gender constructions. These results highlight the importance of receptive vocabulary ability on syntactic awareness performance, regardless of language group.

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Marasini, Nabin Chandra. "Teaching English Language through Literature." NUTA Journal 6, no. 1-2 (March 22, 2019): 28–31. http://dx.doi.org/10.3126/nutaj.v6i1-2.23225.

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This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, without human intervention increase students’ awareness of literary language and help them understand language better.

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Guan, Yao, and M. Jeffrey Farrar. "Do Chinese- and English-speaking preschoolers think differently about language?" First Language 36, no. 6 (October 25, 2016): 617–36. http://dx.doi.org/10.1177/0142723716673956.

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Metalinguistic awareness is the ability to identify, reflect upon, and manipulate linguistic units. It plays a critical role in reading development. The present study investigated Chinese- and English-speaking preschoolers’ metalinguistic awareness development and the role of cognitive and linguistic abilities in its development. Forty-two Chinese-speaking and 36 English-speaking monolingual children completed a series of metalinguistic awareness, false belief, inhibitory control, and receptive vocabulary tasks. The results revealed distinct pathways for the two language groups. English speakers had a more advanced level of rhyme awareness. Chinese speakers developed homonym understanding faster during the preschool years. Inhibitory control was more important for Chinese speakers to develop synonym and homonym understanding, whereas receptive vocabulary was crucial for English speakers to develop rhyme awareness. These differences may be attributable to the characteristics of the Chinese and English languages, as well as the patterns of cognitive development in the two populations.

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Zhang, Xiaochi. "On cultivation of intercultural communication awareness in english vocabulary teaching." International Journal for Innovation Education and Research 3, no. 9 (September 30, 2015): 69–73. http://dx.doi.org/10.31686/ijier.vol3.iss9.433.

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Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

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Monareng, Rakwena Reginald Mph. "The Critical Language Awareness Perspective within the English Second Language Teacher Development." International Journal of the Humanities: Annual Review 5, no. 1 (2007): 67–74. http://dx.doi.org/10.18848/1447-9508/cgp/v05i01/43467.

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Li, Yinghao. "Intercultural Awareness in Foreign Language Teaching: A Chinese Perspective." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 768. http://dx.doi.org/10.17507/jltr.0704.18.

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The paper discusses the status quo of the English culture teaching and learning in Chinese colleges. In the pedagogical level, most foreign language teachers have very vague idea of what the culture should be and what should be taught in terms of English culture. Lacking in the principled methodology in promoting students’ intercultural awareness, teachers either turn deaf to the new trend or frustrated by the communicative approach, somehow falling back to the more traditional but effective grammar-translation approach. The changing scenario of language teaching has constituted new challenges for the English educators in China. The paper proposes that more research should be channeled to the research of the paradigm of the English as an International Language (EIL) through intercultural awareness.

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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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Bardovi-Harling, K., B. A. S. Hartford, R. Mahan-Taylor, M. J. Morgan, and D. W. Reynolds. "Developing pragmatic awareness: closing the conversation." ELT Journal 45, no. 1 (January 1, 1991): 4–15. http://dx.doi.org/10.1093/elt/45.1.4.

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Abstract Many commercially available English-language materials do not provide natural, or even pragmatically appropriate, conversational models for learners. This paper argues for increasing the role of pragmastics in English-language instruction. Classroom teachers can integrate pragmatics into the language curriculum by drawing on natural conversations, students' observations, and incomplete dialogues in textbooks. The paper provides guide-lines for pragmatically-centred lessons, as well as examples of specific activities, using closings in American English to illustrate these examples.

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HUDA, Fadilatul _. "STUDENTS’ AWARENESS OF LANGUAGE USE AND LANGUAGE KNOWLEDGE ON EFL LEARNERS." Journal of English Education 5, no. 2 (December 28, 2020): 95–103. http://dx.doi.org/10.31327/jee.v5i2.1284.

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This research was conducted because the researchers found that there was a language development program where students were required to use English on certain days, that is monday and tuesday. Based on preminary research, the research found some problems that occur in the use of language and language knowledge in VIII class at Mts Sumatera Thawalib Parabek. There are: some students just talked without paying attention to the correct sentences and students rarely used English for communication or interaction. The design of this research was descriptive quantitative. The sample was collected from 57 students of VIII grades of Mts Sumatera Thawalib Parabek which used purposive sampling as the data was done by identfying the respondents’ responses. The result showed that the mean score of students’ awareness of language use has a good enough awareness which score is 58,74%. Furthermore, students’ awareness of language knowledge has a good awareness which score is 68,98%.

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Hu, Min. "An Assessment of Chinese Adult Learners’ English Phonological Awareness." Theory and Practice in Language Studies 8, no. 10 (October 1, 2018): 1319. http://dx.doi.org/10.17507/tpls.0810.09.

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The present study aims to conduct a valid comprehensive assessment of Chinese adult learners’ phonological awareness (PA) in English. To do so, 408 college students were classified into three groups based on their English proficiency; four tasks (oddity, segmentation, blending, and deletion) with varying complexity employed to test all three levels of PA (syllable awareness, onset-rhyme awareness, and phoneme awareness). The results revealed that 1) overall PA improved with English proficiency; 2) among four tasks, only the performances on oddity were not significantly affected by English proficiency; 3) English proficiency attained significance for all three levels of PA; and 4) in terms of subtest where task and PA interacted, English proficiency’s impact was mediated by the complexity of task and level of PA. This study is meant to guide PA researchers on a valid PA assessment and Chinese English teachers on PA training for their Chinese English learners.

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Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.

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ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.

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Setyawan, Harits. "Undergraduates’ Awareness of English Irregular Verbs." TEKNOSASTIK 16, no. 2 (April 6, 2019): 66. http://dx.doi.org/10.33365/ts.v16i2.143.

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The objectives of this research were to find out undergraduates’ awareness of English irregular verbs and to find out what errors that the students made in using the irregular verbs. This research was conducted at University of Teknokrat Indonesia. The population of this research was the first semester students. There were 30 university students who were chosen as the samples. They were all S1 English Literature students. The data of this research were collected through a written task. The task was designed to measure the students’ ability in using irregular verbs in sentences telling about past events. There were 140 irregular verbs tested to the students. The result of the research showed that the undergraduates’ awareness of English irregular verbs is low; 22 (73.3%) out 30 students made errors in using English irregular verbs. The errors varied into three types; using the rule of regular verbs for irregular verbs, using simple form verbs for past events, and creating new words which did not exist in English vocabulary. The highest number of error was placed by applying the rule of regular verbs for irregular verbs with 14 incorrect verbs (53.8%), the second position was placed by using simple form verbs for past events with 9 incorrect verbs (34.6%), and the third position was placed by creating new words which did not exist in English vocabulary with 3 incorrect verbs (11.5%). The results of this study indicate that students in which English is a foreign language might still have insufficient English vocabulary when they come to higher schools.Keywords: Foreign language, error, irregular verb

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Šabec, Nada. "Slovene-English Language Contact and Language Change." ELOPE: English Language Overseas Perspectives and Enquiries 8, no. 1 (May 14, 2011): 31–49. http://dx.doi.org/10.4312/elope.8.1.31-49.

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The paper focuses on Slovene - English language contact and the potential language change resulting from it. Both the immigrant context (the U.S. and Canada) and Slovenia, where direct and indirect language contact can be observed respectively, are examined from two perspectives: social on the one hand and linguistic on the other. In the case of Slovene Americans and Canadians the emphasis is on language maintenance and shift, and on the relationship between mother tongue preservation and ethnic awareness. The linguistic section examines different types of bilingual discourse (borrowing, code switching), showing how the Slovene inflectional system in particular is being increasingly generalized, simplified and reduced, and how Slovene word order is gradually beginning to resemble that of English. In the case of Slovenia we are witnessing an unprecedented surge in the influence of English on Slovene, especially in the media (both classic and electronic), advertising, science, and the language of the young. This influence will be discussed on a number of levels, such as lexical, syntactic and intercultural, and illustrated by relevant examples.

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Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.

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ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

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Walsh-Buhi, Eric, Rebecca Fagen Houghton, Claire Lange, Ryli Hockensmith, John Ferrand, and Lourdes Martinez. "Pre-exposure Prophylaxis (PrEP) Information on Instagram: Content Analysis." JMIR Public Health and Surveillance 7, no. 7 (July 27, 2021): e23876. http://dx.doi.org/10.2196/23876.

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Background There is still an HIV epidemic in the United States, which is a substantial issue for populations bearing a disproportionate burden of HIV infections. Daily oral pre-exposure prophylaxis (PrEP) has proven to be safe and effective in reducing HIV acquisition risk. However, studies document that PrEP awareness/usage is low. There is also limited understanding of social media platforms, such as Instagram, as PrEP information sources. Objective Given the paucity of research on PrEP-related Instagram posts and popularity of this social media platform, the purpose of this research is to describe the source characteristics, image types, and textual contents of PrEP-related posts on Instagram. Methods Using Crowdtangle Search, a public insights tool owned/operated by Facebook, we retrieved publicly accessible and English-language-only Instagram posts for the 12-month period preceding April 22, 2020, using the following terms: Truvada or “pre-exposure prophylaxis” or #truvada or #truvadaprep or #truvadawhore or #truvadaforprep. We employed a qualitative coding methodology to manually extract information from posts. Using a pretested codebook, we performed content analysis on 250 posts, examining message and source characteristics (ie, organization type [eg, government, news] and individual type [eg, physician]), including information about PrEP (eg, how it works, cost), and indicated users. Frequencies and percentages were calculated for all categorical variables. A Chi-square test was conducted to determine differences between source types on a variety of message characteristics. Results Three-quarters of the posts (193/250, 77.2%) were posted by organizations. Of the 250 posts reviewed, approximately two-thirds (174/250, 69.6%) included a photograph, more than half (142/250, 56.8%) included an infographic, and approximately one-tenth (30/250, 12%) included a video. More than half defined PrEP (137/250, 54.8%), but fewer posts promoted PrEP use, explained how PrEP works, and included information on the effectiveness of PrEP or who can use it. The most commonly hashtagged populations among posts were men who have sex with men (MSM), but not necessarily bisexual men. Few posts contained race-/ethnicity-related hashtags (11/250, 4.4%). Fewer posts contained transgender-associated tags (eg, #transgirl; 5/250, 2%). No posts contained tags related to heterosexuals or injection drug users. We found statistical differences between source types (ie, individual versus organization). Specifically, posts from organizations more frequently contained information about who can use PrEP, whereas posts from individuals more frequently contained information describing adverse effects. Conclusions This study is among the first to review Instagram for PrEP-related content, and it answers the National AIDS Strategy’s call for a clearer articulation of the science surrounding HIV risk/prevention through better understanding of the current public information environment. This study offers a snapshot of how PrEP is being discussed (and by whom) on one of the most popular social media platforms and provides a foundation for developing and implementing PrEP promotion interventions on Instagram.

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ZHANG, DONGBO. "Linguistic distance effect on cross-linguistic transfer of morphological awareness." Applied Psycholinguistics 34, no. 5 (February 29, 2012): 917–42. http://dx.doi.org/10.1017/s0142716412000070.

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ABSTRACTThis study examined transfer facilitation effect of first language morphological awareness on second language lexical inference ability among Grade 6 Chinese-speaking English as a foreign language learners in China. A set of paper and pencil tests was administered to measure children's morphological awareness and lexical inference ability in both Chinese and English. Results showed that the contribution of Chinese morphological awareness to English morphological awareness was larger for compound words than for derived words. In addition, the indirect effect of Chinese compound awareness on English compound word meaning inference was significant, but that of Chinese derivational awareness on English derived word meaning inference did not achieve significance. These findings confirmed that cross-linguistic transfer of Chinese morphological awareness was responsive to the linguistic distance between Chinese and English.

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RAMIREZ, GLORIA, XI CHEN, ESTHER GEVA, and YANG LUO. "Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children." Applied Psycholinguistics 32, no. 3 (June 1, 2011): 601–18. http://dx.doi.org/10.1017/s0142716411000233.

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ABSTRACTThis study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs.

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Journal articles on the topic 'English language Race awareness'

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