Relevant bibliographies by topics / English language south africa accents

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language south africa accents'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "English language south africa accents"

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Álvarez-Mosquera, Pedro, and Alejandro Marín-Gutiérrez. "Implicit Language Attitudes Toward Historically White Accents in the South African Context." Journal of Language and Social Psychology 37, no. 2 (2017): 238–48. http://dx.doi.org/10.1177/0261927x17718349.

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This study explores the use of Implicit Association Test as an effective research tool to investigate language attitudes in South Africa. We aim to show how Standard South African English and Afrikaans-accented English are cognitively managed by young L1 South African indigenous language speakers. Results corroborate (a) participants’ statistically significant negative attitudes toward Afrikaans-accented English speakers, (b) the indexical nature of accents in triggering language attitudes, and (c) a main effect of modality when processing visual versus audio inputs.
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Álvarez-Mosquera, Pedro. "Young Coloureds’ implicit attitudes towards two historically White English accents in the South African context." English World-Wide 40, no. 3 (2019): 325–44. http://dx.doi.org/10.1075/eww.00034.alv.

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Abstract This study explores the implicit language attitudes of a sample of 84 young Coloured South Africans towards two historically White accents in the country: the Standard South African English accent and Afrikaans-accented English. In order to shed light on the role of language in the process of social categorization among the younger generations, I present a mixed-methodological approach that investigates the interrelation between the results of an Implicit Association Test (IAT) towards the two selected accents and the participants’ linguistic background, language exposure, and social
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Kang, Okim, Meghan Moran, Hyunkee Ahn, and Soon Park. "PROFICIENCY AS A MEDIATING VARIABLE OF INTELLIGIBILITY FOR DIFFERENT VARIETIES OF ACCENTS." Studies in Second Language Acquisition 42, no. 2 (2019): 471–87. http://dx.doi.org/10.1017/s0272263119000536.

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AbstractFactors that affect comprehension of accented English (e.g., Harding, 2011) have been well studied, but little research examines how listeners’ proficiency affects their sensitivity to second language (L2) accent. The current study investigated the effect of test takers’ English proficiency on their comprehension ratings and ability to correctly transcribe different World Englishes accents. Ten speakers from six countries with different L1 backgrounds (i.e., North American, British, Indian, South African, Chinese, and Spanish) with varying degrees of intelligibility provided speech sam
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Goatley-Soan, Sean, and John R. Baldwin. "Words Apart: A Study of Attitudes Toward Varieties of South African English Accents in a United States Employment Scenario." Journal of Language and Social Psychology 37, no. 6 (2018): 692–705. http://dx.doi.org/10.1177/0261927x18800129.

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This study investigates Americans’ attitudes toward the four major accents of South African English (SAfE) and several of their subvarieties in a hypothetical U.S. employment scenario. Participants perceived that SAfE accents possess positive language personality traits in comparison with standard American English; however, respondents identify SAfE speakers as foreign and perceive specific SAfE-accented varieties to be superior and more dynamic (e.g., General/Cultivated White SAfE and Indian SAfE) in relation to other SAfE-accented speakers (e.g., Mesolect Black SAfE and Cape Flats SAfE), eve
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Álvarez-Mosquera, Pedro, and Alejandro Marín-Gutiérrez. "A sociolinguistic approach to implicit language attitudes towards historically white English accents among young L1 South African indigenous language speakers." International Journal of the Sociology of Language 2019, no. 260 (2019): 131–53. http://dx.doi.org/10.1515/ijsl-2019-2051.

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Abstract This study investigates the potential role of context-relevant sociolinguistic factors in explaining young L1 indigenous South African language speakers’ IAT (Implicit Association Test) scores towards two varieties largely associated with the white group: Standard South African English and Afrikaans accented English. To this end, a post-IAT sociolinguistic survey on participants’ linguistic background, language exposure and intergroup social distance levels (among other social factors) was used. Separate ANOVAS were performed using the IAT reaction times as a dependent variable and so
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de Klerk, Vivian, and Barbara Bosch. "English in South Africa." English World-Wide 14, no. 2 (1993): 209–29. http://dx.doi.org/10.1075/eww.14.2.03dek.

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

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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
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Simo Bobda, Augustin. "The formation of regional and national features in African English pronunciation." English World-Wide 24, no. 1 (2003): 17–42. http://dx.doi.org/10.1075/eww.24.1.03sim.

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Serious studies on English pronunciation in Africa, which are only beginning, have so far highlighted the regional and sociolinguistic distribution of some features on the continent. The present paper revisits some aspects of these studies and presents a sort of pronunciation atlas on the basis of some selected features. But more importantly, the paper examines how these features are formed. It considers, but goes beyond, the over-used theory of mother-tongue interference, and analyses a wide range of other factors: colonial input, shared historical experience, movement of populations, colonia
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Louw, Philippa, and Febe de Wet. "The perception and identification of accent in spoken Black South African English." Southern African Linguistics and Applied Language Studies 25, no. 1 (2007): 91–105. http://dx.doi.org/10.2989/16073610709486448.

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KADT, ELIZABETH. "Attitudes towards English in South Africa." World Englishes 12, no. 3 (1993): 311–24. http://dx.doi.org/10.1111/j.1467-971x.1993.tb00032.x.

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Dissertations / Theses on the topic "English language south africa accents"

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Galanakis, Linda. "Learners' attitudes to standard vs non-standard South African English accents of their teachers." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively
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Krstic, Nicole, and Nikki Nilsson. "The Goal of Literacy Teaching - to Complete School or to Make a Change? A Critical Analysis of Literacy Teaching in Multilingual Classrooms in South Africa." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34549.

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This qualitative minor field study is conducted in a multilingual public secondary school in the Eastern Cape province of South Africa. The aim is to analyse the literacy teaching from a critical literacy point of view and to gain new perspectives on how to work with literacy in multilingual classrooms in Sweden. The material was collected over approximately three weeks and consists of participant observations and two semi-structured group interviews with nine learners in total. The theoretical approach derives from a socio-cultural orientation and focuses on how unequal power relations are re
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Dommisse, Anne. "Criteria in English language assessment : a South African perspective." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17078.

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Bibliography: pages 181-186.<br>The study recorded in this dissertation was undertaken in the School of Education at the University of Cape Town (UCT) during the period 1986-1990. It was motivated by perceived anomalies in the administration of State regulations for endorsement of teachers' diplomas in respect of ability in English (E/e). The study commences with an analysis of the relevant requirements of the regulations for teacher bilingualism, as set out in sections 10 and 11 of Criteria for the Evaluation of South African Qualifications for Employment in Education, 1988. Theoretical and p
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Butler, Ian. "'People's English' in South Africa : theory and practice." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003574.

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Communicative Language Teaching, an approach to language teaching currently widely prescribed, has been criticised for its unquestioning acceptance of the cultural and political norms of the target language. People's English (an aspect of the larger People's Education movement), on the other hand, offers a philosophy and methodology that takes an actively critical view of language and its relationship to power. In the context of South African society, this stance has had clear political implications. Although still imprecisely defined , the concepts of People's Education and People's English h
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Krause, Lara-Stephanie. "Relanguaging language in English(ing) classrooms in Khayelitsha South Africa." Doctoral thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31726.

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Institutional language teaching is built on the assumption that languages exist as homogeneous entities and is aimed at the mastery of standardised codes. In this view, English teaching in South African township schools is failing. Learners (and teachers) underperform in standardised English tests and are repeatedly described – by stakeholders in schooling and by scholars of language in education – as ‘ cut off’ from standard linguistic norms needed for success beyond the township. But is linguistic deficit all we can find in township English classrooms, given that the day-to-day language prac
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Distiller, Natasha. "Shakespeare in South Africa : literary theory and practice." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10346.

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Bibliography: leaves 237-256.<br>This thesis explores the development of a "South African Shakespeare". Relying on post-colonial theory as primary framework, it views colonised culture not as secondary and responsive, but as primary and creative. The main work of the thesis is to trace the role played by "Shakespeare", as a set of texts and as an icon, in a particular trajectory of writing in English in South Africa in the first half of the twentieth century.
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Van, Vuuren Kathrine. "A study of indigenous children's literature in South Africa." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/21491.

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Bibliography: pages 151-159.<br>Whilst an accepted area of investigation in most other English speaking countries, indigenous children's literature is a relatively new area of academic study in South Africa. Traditionally, South Africa children's literature has been targeted for a white middle class audience. In addition, most of the fiction for children that was available in South Africa, with the exception of fiction in Afrikaans, tended to be imported children's literature, which meant that there was little by way of indigenous children's literature being produced. However, since the mid-19
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Blunt, Sandra Viki. "An analysis of how the Senior Certificate examination constructs the language needs of English second language learners." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006243.

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The Senior Certificate (SC) examination, a focus of the research described in this thesis, has an important function in terms of the quality of the education system overall and also in terms of the contribution of education to the achievement of national goals. The SC examination functions i) as a measure of achievement at school ii) as an indicator of work readiness and iii) as an indicator of the potential to succeed in higher education. This thesis offers a critique of the SC examination in respect of its functions. The way in which learners' language related needs are constructed is crucia
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Onraet, Lauren Alexandra. "English as a Lingua Franca and English in South Africa : distinctions and overlap." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6545.

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Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.<br>Bibliography<br>ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as it is used as a shared medium of communication by speakers who do not share a first language in the Western Cape (i.e. as a lingua franca). These features were compared to those found in certain second-language varieties in South Africa, namely Black South African English, Cape Flats English and Afrikaans English. Fourteen female students from the University of Stellenbosch between th
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Duvenage, Amy Lisa. "Challenges to Ubuntu and social cohesion in South Africa." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/35844/.

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Envisaged as vehicle for social cohesion in post revolutionary South Africa, ubuntu means 'humanness' and 'goodness' ; however, the optimistic post-apartheid discourse of ubuntu contrasts with the bleak post-apartheid fictions. These reflect a social and political landscape that does not live up to the optimistic ideology of the Rainbow Nation. This thesis argues that ubuntu - as a 'return to tradition' - is a problematic narrative of social cohesion because as an innate and essential aspect of African identity, ubuntu risks cultural simplification, it depends on ideas of racial polarization a
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Books on the topic "English language south africa accents"

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Nedbank, ed. Hear us speak: A study of South African accents. Ziningweni Communications, 2000.

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Shabangu, Thos M. Isihlathululimezwi: An English-South Ndebele dictionary. Maskew Miller Longman, 1989.

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Jenkins, Elwyn. South Africa in English-language children's literature, 1814-1912. McFarland, 2002.

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Levinsohn, James Alan. Globalization and the returns to speaking English in South Africa. National Bureau of Economic Research, 2004.

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Smit, Ute. A new English for a new South Africa?: Language attitudes, language planning and education. Braumüller, 1996.

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Pama, C. British families in South Africa: Their surnames and origins. Human & Rousseau, 1992.

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Learn Zulu in the new South Africa: 12 introductory lessons. G. Poulos, 1999.

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Nadine, Gordimer. Reflections of South Africa: Short stories. Systime, 1986.

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Moyra, Evans, ed. Gayle: The language of kinks and queens : a history and dictionary of gay language in South Africa. Jacana, 2003.

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Kenny, Ray. South Africans. Newmark Editions, 1990.

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Book chapters on the topic "English language south africa accents"

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Alexander, Neville. "Chapter 4. The Impact of the Hegemony of English on Access to and Quality of Education with Special Reference to South Africa." In Language and Poverty, edited by Wayne Harbert, Sally McConnell-Ginet, Amanda Miller, and John Whitman. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691200-006.

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Webb, Victor. "English and Language Planning for South Africa." In Varieties of English Around the World. John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/veaw.g15.12web.

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Land, Sandra. "11. English Language as Siren Song: Hope and Hazard in Post-Apartheid South Africa." In English Language as Hydra, edited by Vaughan Rapatahana and Pauline Bunce. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697516-017.

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Pascoe, Michelle, Olebeng Mahura, Jane Le Roux, et al. "1. Speech Development in Three-year-old Children Acquiring isiXhosa and English in South Africa." In Crosslinguistic Encounters in Language Acquisition, edited by Elena Babatsouli, David Ingram, and Nicole Müller. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099092-005.

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Makalela, Leketi. "Rethinking the Role of the Native Language in Learning to Read in English as a Foreign Language: Insights from a Reading Intervention Study in a Rural Primary School in South Africa." In International Perspectives on Teaching English to Young Learners. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_8.

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Singh, Shawren. "HCI in South Africa." In Encyclopedia of Human Computer Interaction. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch041.

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South Africa is a multi-lingual country with a population of about 40.5 million people. South Africa has more official languages at a national level than any other country in the world. Over and above English and Afrikaans, the eleven official languages include the indigenous languages: Southern Sotho, Northern Sotho, Tswana, Zulu, Xhosa, Swati, Ndebele, Tsonga, and Venda (Pretorius &amp; Bosch, 2003). Figure 1 depicts the breakdown of the South African official languages as mother tongues for South African citizens. Although English ranks fifth (9%) as a mother tongue, there is a tendency among national leaders, politicians, business people, and officials to use English more frequently than any of the other languages. In a national survey on language use and language interaction conducted by the Pan South African Language Board (Language Use and Board Interaction in South Africa, 2000), only 22% of the respondents indicated that they fully understand speeches and statements made in English, while 19% indicated that they seldom understand information conveyed in English. The rate of electrification in South African is 66.1%. The total number of people with access to electricity is 28.3 million, and the total number of people without access to electricity is 14.5 million (International Energy Agency, 2002). Although the gap between the “haves” and “have-nots” is narrowing, a significant portion of the South African population is still without the basic amenities of life. This unique environment sets the tone for a creative research agenda for HCI researchers and practitioners in South Africa.
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Meierkord, Christiane. "Access to English and the Englishes of the Disadvantaged: Examples from Uganda and South Africa." In World Englishes at the Grassroots. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474467551.003.0005.

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This chapter offers a comparative look at the histories of English in Uganda and South Africa and a concise description of what access to both formal and informal acquisition of English has been like in the two countries, post-independence and in the 2000s. Against this background, excerpts of data obtained from grassroots speakers in the Cape Town and Kampala regions, whose work and businesses involve the regular use of English, are presented and analysed qualitatively. The results reveal how access to English and to formal education in South Africa and Uganda has shaped the Englishes of those speakers of English who are not as advantaged as others. They indicate that the utterances of older South Africans reflect their informal acquisition of English through interaction with lower class whites and contain features typically associated with learners, second language varieties, and pidginised forms of English. Younger speakers who have attended English-medium schools post-Apartheid as well as the Ugandan speakers seem more conscious of mistakes and correct themselves. The chapter finishes with an outlook into how grassroots speakers can (and need to) be integrated in models of world Englishes.
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Lass, Roger. "South African English." In Language in South Africa. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.006.

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De Klerk, Vivian, and David Gough. "Black South African English." In Language in South Africa. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.019.

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Branford, William. "ENGLISH IN SOUTH AFRICA." In The Cambridge History of the English Language. Cambridge University Press, 1994. http://dx.doi.org/10.1017/chol9780521264785.010.

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Conference papers on the topic "English language south africa accents"

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Faujiah, Irfa Nur, Bhisma Murti, and Hanung Prasetya. "The Effect of Prenatal Stresson Low Birth Weight: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.123.

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ABSTRACT Background: Low birth weight remains a major public health concern of neonatal mortality rate, especially in developing countries. The mother’s psychological stress during pregnancy was reported as one of the causes of low birth weight in children. This study aimed to determine the effect of prenatal stress on low birth weight. Subjects and Method: This was a meta-analysis and systematic review. This study was conducted by collecting articles from PubMed, Google Scholar, Science Direct, Directory of Open Access (DOAJ), Springer Link databases, from 2006-2020. Keywords used “Prenatal S
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Mfeka, Hlengiwe, and Tracey Butchart. "USING GAME-BASED LEARNING TO IMPROVE SECOND LANGUAGE ENGLISH SKILLS IN SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2205.

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Mphahlele, Mampa, Charles Mann, and Madikwa Segabutla. "DEVIATION OF THE STRUCTURE OF SHORT MESSAGE SERVICE LANGUAGE FROM STANDARD ENGLISH IN UNIVERSITY STUDENTS’ ACADEMIC WRITING, IN SOUTH AFRICA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1491.

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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequa
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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students
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Widyaningsih, Vitri, and Bhisma Murti. "Antenatal Care and Provision of Basic Immunization in Children Aged 12-23 Months: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.125.

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ABSTRACT Background: Among the leading causes of global child morbidity and mortality are vaccine-preventable diseases, especially in low-and middle-income countries (LMICs). A complete basic immunization for children contains one BCG, three DPT-HB-Hib immunizations, four polio immunizations, and one measles immunizations. Antenatal care visit contributes an important to complete the basic immunization. This study aimed to estimate the effect of antenatal care on the completeness of basic immunization in children aged 12-23 months in Africa using meta-analysis. Subjects and Method: A meta-anal
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Soemanto, RB, and Bhisma Murti. "Relationship between Intimate Partner Violence and The Risk of Postpartum Depression." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.109.

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ABSTRACT Background: Intimate partner violence (IPV) refers to any behavior in an intimate relationship that causes physical, psychological or sexual harm to those in the relationship. IPV is associated with fatal and non-fatal health effects, including homicide and suicide, as well as negative health behaviours during pregnancy, poor reproductive outcomes and adverse physical and mental consequences. This study aimed to examine relationship between intimate partner violence and the risk of postpartum depression. Subjects and Method: This was a meta-analysis and systematic review. The study wa
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature
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Kurniati, Nurul. "Analysis of Factors and Management of Hepatitis B Virus Screening in Mothers and Infants: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.67.

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ABSTRACT Background: The importance of screening for HBV infection is to identify the risk of perinatal transmission from infected mothers. People infected with HBV during infancy or childhood are more likely to suffer chronic infection to cirrhosis of the liver and liver cancer. Early detection and prompt treatment are essential for HBV infection. This study aimed to review the factors and management of hepatitis B virus screening in mothers and infants. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining p
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Reports on the topic "English language south africa accents"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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