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Journal articles on the topic 'Mother tongue/Home language'
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1
Gusnarib, Gusnarib. "PERAN BAHASA IBU SEBAGAI PENETRALISASI BAHASA “GAUL” TERHADAP PEMBENTUKAN KARAKTER ANAK DI KOTA PALU." Musawa: Journal for Gender Studies 10, no. 1 (2019): 45–82. http://dx.doi.org/10.24239/msw.v10i1.387.
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Language is a system of agreeable rules on the formula of words, voices or statements used for the transfer of understanding and feeling. Language is the speech sound produced by the human speech utensil that functions as a communication tool, the mother tongue is the first language controlled by man since the beginning of his life through interaction with fellow members of the community, mother tongue is the first language used and mastered by children in day-today speech in their community. With the mother tongue, children have been introduced to the culture, because it is more directed to the regional language used in communicating. The presence of the slang language as a „prokem‟ language has dominated the language of the children, how then the efforts of teachers at school and parents at home and in the community can make the mother tongue, as a means of neutralizing the slang language in the child‟s environment, then strengthened by education and character‟s strengthening of children and adolescents both at home, in community and also at school.
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Van Staden, Surette, Roel Bosker, and Annika Bergbauer. "Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011." South African Journal of Childhood Education 6, no. 1 (2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.441.
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This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner’s home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analyses show that testing in African languages predicts significantly lower results as compared to English, but that exponentially worse results by as much as 0.29 points lower of a standard deviation can be expected when the African language of the test did not coincide with the learners’ home language. Findings from the current study provide evidence that African children stand to be disadvantaged the most when a strong mother tongue base has not been developed and when education for children between Grade 1 and 3 is only available through a medium of instruction other than the mother tongue. Evidence that exposure to a language that at least shares linguistic similarities to the home language could have a positive effect.
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Marcilese, Mercedes, Cristina Name, Marina Augusto, Daniele Molina, and Raiane Armando. "Mother-tongue education, linguistic variation and language processing." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (2019): 17–40. http://dx.doi.org/10.5007/2175-8026.2019v72n3p17.
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This paperexploresan intersection betweenthree main topics: (i) sociolinguistic variation, (ii) variation acquisition and processingaccording toa psycholinguistic approachand (iii) mother-tongue teaching/learning when the two previous factors are taken into account. Nonstandard linguistic varieties coexist in society with a standardized variety that could be defined as the ‘language of education’. The distance between standard forms and the variety acquired by children at home is quite variable and could have an impact on how and when the formal register becomes (or not) part of the range of linguistic speaker’s options.In order to address these issues, we provide experimental results regarding the comprehension and production of two linguistic aspects that show a high variation in Brazilian Portuguese– verbal agreement and anaphoric forms in direct object position – as a function of formal education exposure; we also articulate these results with the concepts of core grammar and marked periphery (Kato, 2005) for a more theoretical discussion.
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Driessen, Geert. "Zoals de ouden zongen, piepen de jongen?" Dutch Journal of Applied Linguistics 5, no. 2 (2016): 145–59. http://dx.doi.org/10.1075/dujal.5.2.03dri.
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From birth on, children are confronted with an ever-growing variation of languages. In Dutch primary schools the main language model nowadays is a submersion model centring round Standard-Dutch. The disappointing results of several small-scale bilingual experiments and the large-scale implementation of a bilingual model for immigrant children in the past had led the Ministry of Education to abandon bilingual education, that is, with the exception of models with English, German or French as a second language. The focus of the present article is on language variety at home and school. The main question is how the mother tongue, viz. the language the parents speak, influences their child’s proficiency in Dutch. Analysing data of 14,000 grade 2 pupils that were collected in the 2007, 2010 and 2013 measurement waves of the national COOL5–18 study, this paper first of all describes how often children speak their mother tongue. A distinction is made between Dutch; Frisian and Dutch regional languages and dialects; and foreign languages. The latter mostly refers to Turkish and Berber language varieties. Next, the correlation between speaking the mother tongue and the children’s proficiency in Dutch is analysed. The results show that for children of Dutch, Frisian and Dutch regional languages and dialect speaking parents there are no differences in level of Dutch relative to the number of times they speak their mother tongue. For children of a foreign language speaking parents, however, there is a tendency that the more often they speak their mother tongue the lower their proficiency in Dutch is. This negative relationship is not reduced by accounting for the mother’s educational level and proficiency of Dutch. Most of the children who speak a foreign language are of Turkish or Moroccan descent who in terms of school achievement lag considerably behind their native-Dutch peers. It is suggested that implementing so-called transition classes with targeted language courses during one school year and a follow-up in later years may help diminish this gap.
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Pattanaik, Jisu Ketan. "Tribal Children in Odisha and their right to Education in the Home Language." South Asia Research 40, no. 2 (2020): 163–80. http://dx.doi.org/10.1177/0262728020915569.
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Focused on the socio-economic background of tribal students in the 142 ashram schools of Koraput district in Odisha, this article explores the educational environment and quality of education for tribal children in India. As their educational performance is largely unsatisfactory, the primary causes behind low educational achievements are explored. It is found that the educational processes largely disregard the socio-cultural characteristics and linguistic skills that tribal students bring to the classroom. Specifically, tribal children experience serious language difficulties during the initial years of schooling. The practice of using the dominant state language, Odia, as the sole/dominant medium of instruction in all ashram schools, rather than the children’s mother tongue, appears to leave young learners illiterate in their mother tongue and also fosters low achievement levels in the dominant language.
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Lee, Rennie. "Spousal Characteristics and Language Use at Home: Immigrants and Their Descendants in Canada." Sociological Perspectives 61, no. 6 (2018): 874–93. http://dx.doi.org/10.1177/0731121417753371.
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Whether immigrants and their descendants maintain or lose the mother tongue is central to debates about national and ethnic identities and immigrant integration. This is true in Canada, where language is a defining characteristic of the social and political landscape and large-scale migration has contributed to the country’s linguistic diversity. Whereas theories of linguistic assimilation predict mother-tongue loss in a few generations, interracial, interethnic, or cross-generational marriages may slow this process. This study examines whether official language(s) use at home is associated with spousal characteristics and how this association varies by generation and ethnic ancestry. Spousal characteristics and language use are positively associated, net of ethnic and religious context, parental characteristics, and individual characteristics. The movement toward official language(s) use only at home may be accelerated by spouses with the same first language or educated spouses, but this process can be delayed for individuals in foreign-born and endogamous marriages.
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Baur, Rupprecht S. "Der Zusammenhang Von Muttersprache Und Zweit-Sprache Bei Der Sozialisation Von Migrantenkindern in Der Bundesrepublik Deutschland." Leerderskenmerken 37 (January 1, 1990): 68–82. http://dx.doi.org/10.1075/ttwia.37.08bau.
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In the Federal Republic of Germany a discussion is going on about the role of teaching the mother tongue. This paper presents part of the data from a project presently carried out at the University of Essen (FRG). They consist of language tests (C-tests) in both the mother tongue of the students and German, as well as of a social survey investigating the students' attitude to school, the social situation and the language spoken at home, etc. The sample was taken from three nationalities. 1200 Greek, Turkish and Yugoslavian students were tested (400 for each nationality) aged between 10 and 16 (5th. to 10th. grade in the German school system). The sample was grouped into sets of two grades (5th, 6th. 7th., 8th. and 9th andl0th grade in the German school system) in each nationality. The language data confirm that supporting the mother tongue has no bad effects on the acquisition of the second language.
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Yu, Shanjiang. "How much does parental language behaviour reflect their language beliefs in language maintenance?" Journal of Asian Pacific Communication 20, no. 1 (2010): 1–22. http://dx.doi.org/10.1075/japc.20.1.01yu.
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It has been widely accepted that parental language beliefs play a crucial role in language maintenance. Studies show that Chinese immigrants are not exempted from language shift although they are frequently reported cherishing their language as an important part of their culture. This paper attempts to find out how parental language beliefs reflect their daily language behaviour. Eight recent Chinese migrant families had 60 minutes of conversation recorded each month for one calendar year. Their language use has been analyzed and compared with the information gathered from a home language use questionnaire. Results show that there is a substantial gap between parental language beliefs and their actual language behaviour. Although the parents state they strongly support mother tongue maintenance, within 28 months, the use of mother tongue had dropped significantly and there is very little evidence showing much effort from the parents to prevent this from happening. This could be either because they want their children to keep their first language but do not know how to do this, or, their language beliefs are different from their behaviour. This should raise methodological issues regarding how to interpret parental language beliefs properly in the research area.
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Meskill, Carla, and Natasha Anthony. "Computer Mediated Communication: Tools for Instructing Russian Heritage Language Learners." Heritage Language Journal Volume 6, no. 6.1 (Spring, 2008) (2008): 1–22. http://dx.doi.org/10.46538/hlj.6.1.1.
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The unique needs, goals, and constraints of heritage language learners in U.S. higher education and the multiple ways that they differ from those of second and foreign language (L2) learners have been well documented (Brisk, 2000; Chevalier, 2004; Grosjean, 1982; Kagan & Dillon, 2003). Each population uses its two languages in diverse ways, for differing purposes and with vastly dissimilar levels of proficiency. Shaping these distinctions are the contexts and purposes in which and for which learners are and/or become fluent. In the mother tongue, these contexts and purposes are most often interpersonal and involve home and family. By contrast, the contexts and purposes in which and for which a ‘school educated’ learner tends to master the foreign language are public and academic. This study examines Russian heritage learners in a U.S. university Russian language course and how computer mediated communication (CMC) was used to support their acquisition of academic literacy in the mother tongue. The CMC approaches reported can serve as models for accommodating heritage learners in post-secondary foreign language classes in ways that benefit all learners.
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Henry, Parker Ray. ""Ewondo in the Classes, French for the Masses"." IU Journal of Undergraduate Research 4, no. 1 (2018): 86–93. http://dx.doi.org/10.14434/iujur.v4i1.24507.
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Cameroon is home to over two hundred eighty native languages coming from three language families, making it one of the most linguistically diverse countries on Earth. Despite this, native languages hold very few domains in Cameroonian society. In recent years, several experimental programs have begun to implement native languages in schools, citing that children learn best in their mother tongue. Among these schools is ELAN-Afrique, an initiative put forth by La Francophonie with the main aim of helping students better learn French by way of their mother tongue. This paper seeks to differentiate the benefits prescribed or expected by ELAN leadership from the actual benefits occurring at one Ewondo-medium ELAN school in Yaoundé. The study includes a series of twenty interviews with program leadership, linguists, and NGOs, as well as teachers and parents of students enrolled in the program. Claims made in interviews were then validated or refuted by classroom observation. The program’s main flaw is the assumption that the students’ mother tongue is Ewondo when in reality, due to their urban upbringing, the students’ mother tongue is French. This causes the reality of the program to differ fundamentally from the expectations of La Francophonie as some predicted benefits are negated, some manifest differently than expected, and other benefits appear never having been predicted.
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Dudics Lakatos, Kateryna, and Natalia Libak. "TRANSCARPATHIAN EDUCATION THROUGH THE PRISM OF DIALECT ATTITUDE." Philological Review, no. 1 (May 31, 2021): 34–44. http://dx.doi.org/10.31499/2415-8828.1.2021.232641.
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Most of the pupils who go to school speak the language version they have learned at home and only during the teaching process acquire the standard version of the spoken language. That is why it is extremely important that any negative, unpleasant experience should not be connected to the primary language version, as the only basis, building onwhich, mother tongue teaching can be effective.
 In our study, based on the data from a repeated questionnaire collection, we would like to illustrate what do the teachers of the Transcarpathian secondary schools with the Hungarian language of instruction think about the non-standard versions and theirs speakers. In 2008, 150 teachers responded to the questions about a language and dialect attitude, and in 2018, the same questionnaire was completed by 100 colleagues online or on paper basis. In the study, we used the SPSS statistical processing program, so it turns out whether there has been a significant change in the perception of dialects in the last 10 years in the studied community. After all, the teaching of Hungarian as a mother tongue was reformed during this period, and the curriculum also gave priority to the issue of mother tongue’ version and communication competence.
 Based on the partial results of the repeated study, we can state that in the past 10 years the opinion of Transcarpathian teachers of secondary schools with the Hungarian language of instruction has changed in a positive direction.There was a higher proportion of responses suggesting an additive approach mediated by the formal curriculum than in 2008. Nevertheless, the explanatory answers received in addition to the more positive statistics still show a trace of the previous approach: the linguistic and dialectal consciousness of the majority of the respondents is far from definite and confident.There are a number of stereotypes in seemingly benign but rather forgiving writings that take longer to undress.However, it is clear that the reform of mother tongue education has an impact, even a positive one.
 In order to be even more effective, the mother-tongue education in Transcarpathia must follow this way. Therefore, it is important that teachers who teach in both Ukrainian and minority languages show a definite and objective attitude towards their pupils in addition to/despite the changing mother tongue curricula and inconsistent textbooks that do not meet local needs.
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Heilala, Cecilia, Erkki Komulainen, and Nina Santavirta. "Forgetting your mother tongue: the effect of early separation on the socioeconomic position." International Journal of Migration, Health and Social Care 12, no. 2 (2016): 120–32. http://dx.doi.org/10.1108/ijmhsc-10-2013-0038.
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Purpose – During Second World War 48,628 Finnish children were evacuated to Sweden and temporarily placed in foster care. The purpose of this paper is to explore the relationships between the parental socioeconomic position (SEP), evacuation, language acquisition, and education and to analyze how these are related to SEP in separated compared to non-separated in later life. Design/methodology/approach – The sample consists of 749 separated and 1,535 non-separated persons. Pre-evacuation data on the separated were collected from the archives. The non-separated were matched for age, gender, place of birth, and mother tongue Finnish/Swedish. Data from both cohorts were collected by a postal questionnaire in autumn 2005. Stratified hierarchical regression analysis was used to predict SEP. Findings – The results show that the SEP and education of those Finnish-speaking evacuees who had lost their mother tongue when returning home were lower compared to the Finnish-speaking non-evacuees. On the contrary, the SEP of the Swedish-speaking evacuees was higher than of the Swedish-speaking non-evacuees. Research limitations/implications – Selection bias and attrition bias is a concern when interpreting the results. Practical implications – The study shows the importance of supporting the mother tongue of temporary migrants while staying in the host country and of taking actions for language policy planning when they return back home. Originality/value – This study uses data on a large child evacuation operation during Second World War to study how unaccompanied evacuation and loss of mother tongue affect SEP in later life. To the knowledge no such study has been conducted.
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Oniță, Adriana. "Limba Maternă." in:cite journal 2 (June 26, 2019): 51–57. http://dx.doi.org/10.33137/incite.2.32820.
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This creative arts-based inquiry explores an individual case of Mother Language shift and loss through poems and paintings. Language shift is often defined in the Canadian context as the process whereby “individuals abandon their native language as the principal language spoken at home and adopt another” (Sabourin & Bélanger, 2015, p. 727). But is abandon the right verb? And what about adopt? A abandona inseamnă ca ai avut o alegere de făcut. A adopta also means you had a choice and you consciously made it. What if your limba maternă hid in your body, s-a ascuns, out of fear? And what if it still lives inside of you at the cellular level, in your body’s home, adânc, aşteptând momentul potrivit to resurface? These poems and paintings explore the feelings of home as mother tongue, and the effects on identity of gradually losing a first language.
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Bhattacharya, Usree, and Lei Jiang. "The right to education act (2009): Instructional medium and dis-citizenship." International Journal of the Sociology of Language 2018, no. 253 (2018): 149–68. http://dx.doi.org/10.1515/ijsl-2018-0028.
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Abstract While the broader ambition of the Indian government’s Right of Children to Free and Compulsory Education (RTE) Act (2009) has been lauded, scholars have expressed reservations with the universal education measure. One area that has not been adequately addressed within these debates is the instructional medium. While RTE (2009) recognizes children who are “disadvantaged” as linguistic minorities, and stipulates that the “medium of instruction shall, as far as practicable, be in child’s mother tongue”, it offers little further direction. India is home to more than 1,652 languages, but only 43 languages function as instructional media. Therefore, the majority of children learn in a tongue that is not their home language, experiencing serious educational disadvantages. How this issue complicates the intent of the RTE (2009) Act remains to be explored. This article examines this gap using the theoretical lens of dis-citizenship, which is conceptualized in terms of exclusions experienced by marginalized groups. Here, we focus on those marginalized by the language of instruction. We investigate questions about language access, inclusion, equity, and rights arising from RTE (2009), within the narrative of India’s complex, hierarchical multilingualism.
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Vialettes-Basmoreau, Lucie, and Nathalie Spanghero-Gaillard. "Fluence et prononciation de phonèmes en L1 et L2." Language, Interaction and Acquisition 4, no. 2 (2013): 291–312. http://dx.doi.org/10.1075/lia.4.2.07via.
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Learning how to read is an important step in a child’s education. Our longitudinal study focuses on four native English-speaking children going to a French immersion school in the United States, as well as their families. These children learn to read in French, which is a foreign language to them. We aimed at finding out whether their home environment could explain good results in reading in the two languages: English, their mother tongue, and French, the foreign language, as Cummins (1981) suggests. To this end, we measured their performance in reading through their pronunciation and their reading fluency, and we had their family complete a questionnaire about their reading habits at home. The results show that the home environment does seem to play a role in the children’s performance but more generalizations must await further research.
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DIXON, L. QUENTIN. "The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore." Applied Psycholinguistics 32, no. 1 (2010): 141–68. http://dx.doi.org/10.1017/s0142716410000329.
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ABSTRACTResearch in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother's years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary.
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Cacho, Reynald M., and Lynle C. Cacho. "Huntahan vocab assessment toward enriching mother tongue-based classroom practices." Journal of Language and Cultural Education 3, no. 1 (2015): 78–84. http://dx.doi.org/10.1515/jolace-2015-0007.
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Abstract This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order to formulate enrichment or intervention, to address any deficiency or lack of, and to assess whether such enrichment programs are effective for authentic, localized implementation of the MTB-MLE. The research instruments used in the first phase included survey and vocabulary assessment test. The researchers initially employed descriptive statistics to interpret the result. Majority of the respondents have established residency in Lopez, Quezon for at least four years. All of the pupils speak Tagalog only at home. The first phase of the research revealed that the pupils of Lopez West Elementary School Bldg. 1 performed satisfactorily in the language test. Most of them found that the most difficult words are generally content words. The initial results of this study serve as baseline information implying that the pupils’ level of understanding of the Lopezeños words needs enhancement and/or reinforcements; hence, there is an urgent need to implement the 2nd cycle of this action research. The second phase once implemented seeks to evaluate the effectiveness of the intervention and/or enrichment activities that may guide language teachers in the conduct of classroom-based, culturally sensitive, contextualized language instruction.
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Hastings, Adi. "Licked by the Mother Tongue: Imagining Everyday Sanskrit at Home and in the World." Journal of Linguistic Anthropology 18, no. 1 (2008): 24–45. http://dx.doi.org/10.1111/j.1548-1395.2008.00002.x.
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Pattanayak, Binay. "Towards education in children’s languages in Jharkhand, India." Language Ecology 3, no. 2 (2019): 218–32. http://dx.doi.org/10.1075/le.00004.pat.
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Abstract Jharkhand, India, is home to around 20 indigenous languages. People from around 33 indigenous communities use these languages. Around 2010, the state used to experience children’s highest dropout from primary schools in the nation. In the education system there was no clarity about how to address this persistent issue. In 2011, the author set up a research cell titled M-TALL (Mother-Tongue-based Active Language Learning) akhra in the state. The center undertook a socio-linguistic survey which revealed that around 96% children in the state did not speak in Hindi. They communicated in their local indigenous languages at home, playground and market. The study also found out that children failed to understand their teacher and textbooks written in Hindi. Initially the duty bearers did not pay any attention to the findings. The M-TALL akhra researchers continued their exploration and collected a lot of learning resources from each community. They developed bilingual picture dictionaries in 9 indigenous and regional languages for use in children’s early grades. Then M-TALL akhra developed a pre-school education package. In 2016, the state government with help of M-TALL akhra developed culturally sensitive new textbooks in 5 indigenous and 2 regional languages. Using these, the state initiated a mother-tongue-based multilingual education programme in around 1000 schools.
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Ser, Gregory, and Larissa Talalova. "Russian-Speaking Jewry Communal and Congregational Life Abroad: the Role of Language." SHS Web of Conferences 88 (2020): 02013. http://dx.doi.org/10.1051/shsconf/20208802013.
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The authors explore the Russian Jews diaspora which represents the viable mechanisms of real functioning in a host society. The article marks three criteria that help to be navigated among the options how the Russian Jewish immigration in the UK pans out in terms of: a) preserving the mother tongue, b) sticking to the home culture and c) whether the Russian Jews choose to adopt the host culture, whether they partly integrate into it or they fully assimilate.
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Bousmah, Ibrahim, and Gilles Grenier. "Immigrant linguistic integration in the multilingual context of Montreal." Language Problems and Language Planning 45, no. 1 (2021): 80–104. http://dx.doi.org/10.1075/lplp.20020.gre.
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Abstract We investigate the relative intensity of use of English and French at home for allophone immigrants in the Montreal metropolitan area. We find that the linguistic distances between immigrants’ mother tongues and English and French have an important impact on the relative intensities of use at home of the two Canadian official languages. However, immigrants whose mother tongues are closer to French than to English are relatively less likely to use an official language at home. We further investigate the role of spousal and other characteristics on the integration of immigrants. The results suggest that the home environment is an important factor contributing to the linguistic integration. Individuals exposed to an official language at home with their spouse have significantly higher rates of linguistic integration. Also, English is more attractive than French in the sense that immigrants with an Anglophone partner will have higher integration rates to English than those with a Francophone partner integrating to French.
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Duquette, Georges. "The role of the home culture in promoting the mother tongue in a minority language environment." Language, Culture and Curriculum 8, no. 1 (1995): 35–40. http://dx.doi.org/10.1080/07908319509525186.
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Phuntsog, Nawang. "Tibetan Language at Home in the Diaspora: The Mother Tongue–Based Bilingual Schooling of Tibetans in India." Diaspora, Indigenous, and Minority Education 12, no. 2 (2017): 82–94. http://dx.doi.org/10.1080/15595692.2017.1398141.
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Neri, Binazzi. "Nazionale purchč locale: l'identitŕ di una lingua fatta in casa." PASSATO E PRESENTE, no. 85 (February 2012): 31–56. http://dx.doi.org/10.3280/pass2012-085003.
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National but local: the identity of a home-made language. Most of the macroscopic features of the Italian language spoken in contemporary Italy, such as its regional and frequently "non-standard" modes, are to be connected to the somewhat hereditary way in which it is learned. Indeed, for most people the "language of the Nation" has not been acquired through education so much as through individual initiative, that shows up in relevant impingements on the traditional mother tongue. In this perspective the language currently spoken by Italian people confirms the "plurality" characteristic of Italian identity, but is also an indicator of the unachieved sense of belonging to the national community that is a long-term feature of Italian history.
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Curdt-Christiansen, Xiao Lan, and Francesca La Morgia. "Managing heritage language development: Opportunities and challenges for Chinese, Italian and Pakistani Urdu-speaking families in the UK." Multilingua 37, no. 2 (2018): 177–200. http://dx.doi.org/10.1515/multi-2017-0019.
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AbstractDrawing on theories of family language policy and literacy environment, this inquiry explores and describes how family language policy is managed through literacy resources and literacy related activities in transnational families in the UK. A total of 66 families, each with at least one child between the age of 2 and 8, participated in this study. All children spoke English alongside their heritage/home language (HL), either Chinese, Italian, or Urdu. Data sources include: (a) a questionnaire about the children’s general background and the parents’ socio-economic and cultural capital and language practice in English and HL; (b) literacy resources and activities in both HL and English; (c) interview with parents. The results of this study show some interesting differences among Italian, Urdu and Chinese speakers, not only in their family language practices, but also in their attitudes towards mother tongue literacy and application of literacy practices in the home language. Although parental language management efforts were motivated by their aspirations to enrich their children’s language repertoires, the different degrees of variation in family language input indicate that sociocultural and socio-political realities present difficulties and constraints that prevent families from developing literacy in the home language.
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Bakhshaei, Mahsa, Theophano Georgiou, and Marie Mc Andrew. "Language of Instruction and Ethnic Disparities in School Success." Articles 51, no. 2 (2017): 689–713. http://dx.doi.org/10.7202/1038598ar.
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In Quebec’s French-language secondary schools, youth originating from South Asia have the highest dropout rate among all immigrant-origin students, whereas in the English sector, their coethnic peers have a more positive academic profile than third-plus-generation students. Using quantitative data, this paper aims to understand the difference in school performance between these two groups. Firstly, we examine their performance through three indicators: school delay, graduation, and dropout rates. Secondly, we contrast their profile through nine characteristics. Finally, we discuss the influence of each group’s characteristics on graduation. The results reveal that the difference in performance is largely due to the characteristics of the French-sector students. The English-sector students’ success is not significantly related to having English as mother tongue or as language spoken at home.
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Dixon, L. Quentin, Jing Zhao, Blanca G. Quiroz, and Jee-Young Shin. "Home and community factors influencing bilingual children’s ethnic language vocabulary development." International Journal of Bilingualism 16, no. 4 (2012): 541–65. http://dx.doi.org/10.1177/1367006911429527.
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The influence of home and community factors in predicting ethnic or heritage language vocabulary were examined among 282 Singaporean children whose ethnic languages (or mother tongues) were Chinese, Malay, or Tamil, and who were also learning English. The results indicated that (1) parents speaking ethnic language to children had a strong positive effect on children’s ethnic language vocabulary, whereas parents speaking only English had a negative effect; (2) language community had an effect on children’s ethnic language vocabulary, which may reflect community support for the language among the broader community; (3) family income worked differently depending on the language community; and (4) watching television in English mostly/only had a negative effect on children’s ethnic language vocabulary. These findings lend support to other studies among language-minority children indicating that maintaining an ethnic or heritage language requires home support when schooling is through a societally dominant language.
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Makina, Blandina. "MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM." Commonwealth Youth and Development 13, no. 1 (2016): 50–66. http://dx.doi.org/10.25159/1727-7140/1158.
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The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) – becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learners’ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learners’ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.
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Kudadiri, Amhar, Ida Basaria, and Pribadi Bangun. "Pergeseraan Bahasa Pakpak Dairi: Kajian Sosiolinguis." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 1, no. 1 (2018): 128–37. http://dx.doi.org/10.32734/lwsa.v1i1.153.
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Para ahli bahasa yang mencurahkan perhatiannya pada gejala kepunahan bahasa-bahasa minoritas, terutama bahasa-bahasa di negara-negara berkembang berkesimpulan bahwa sebab utama kepunahan bahasa-bahasa adalah karena para orang tua tidak lagi mengajarkan bahasa ibu kepada anak-anaknya dan tidak lagi secara aktif menggunakannya di rumah dalam berbagai ranah komunikasi (Grimes 2000 : 17). Jadi, kepunahan itu bukan karena penuturnya berhenti bertutur, melainkan akibat dari pilihan penggunaan bahasa sebagian besar masyarakat tuturnya. Penutur bahasa memilih tidak membelajarkan bahasa ibu kepada anakanaknya dan memilih tidak menggunakan cara aktif dalam ranah pertuturan di rumah. Selain itu, kepunahan sebuah bahasa juga ditentukan oleh tekanan bahasa mayoritas dalam suatu kawasan masyarakat multilingual. Memilih tidak menggunakan bahasa ibu dan menggunakan sebuah bahasa lain serta tekanan bahasa mayoritas merupakan tiga faktor penting penyebab kepunahan bahasa.Dalam konteks kebahasaan di Indonesia, yang multilingual, multietnis, dan multikultural, dengan intensitas kontak antara kelompok etnis yang satu dan yang lainnya cukup tinggi, persaingan kebahasaan tidak dapat dielakkan. Lebih-lebih lagi jika persaingan itu dihubungkan dengan perkembangan dan kemajuan bahasa Indonesia dan bahasa Inggris yang begitu cepat dan menyeluruh pada hampir setiap kelompok lapisan masyarakat. Dengan menggunakan pisau analisis teori sosiolinguistik, penelitiaan ini ingin mengkaji bagaimana dan seberapa besar gejala pergeseran bahasa Pakpak Dairi (BPD) pada penuturpenuturnya. Sebab diasumsikan bahwa generasi muda penutur BPD bukan hanya sangat berkurang minatnya mempelajari BPD sebagai identitas kedaerahannya tetapi juga makin meningkatnya kecenderungan orangtua yang berasal dari keluarga satu suku untuk memilih memakai bahasa Indonesia (BI) sebagai alat komunikasi utama mereka di rumah. Hal ini mengindikasikan bahwa ranah pemakaian BPD di dalam rumah tangga lambat laun mulai tergeser oleh BI, yang berarti pula telah memicu terjadinya apa yang disebut ―pergeseran bahasa‖ (language shift).
 
 Linguists who devote their attention to the symptoms of the extinction of minority languages, especially languages in developing countries, conclude that the main reason for the extinction of languages is that parents no longer teach mother tongue to their children and are no longer actively using it at home in various ways of communication (Grimes 2000: 17). So, the extinction is not because the speaker stopped speaking, but rather a result of the choice of language usage of the majority of the speech community. Speakers of languages choose not to teach their mother's language to their children and choose not to use active ways to communicate at home. In addition, the extinction of a language is also determined by the pressure of majority language in a multilingual community area. Choosing not to use mother tongue and using another language and also the pressure of majority language are three important factors that cause language extinction. In the language context in Indonesia, which is multilingual, multiethnic, and multicultural, the intensity of contact between one ethnic group to another is quite high. The linguistic competition is inevitable. Moreover, if the competition is related to the development and progress of Indonesian 4cand accelerated and comprehensive English language in almost every group of society. By using the analysis of sociolinguistic theory, this research tried to examine how and how much the symptoms of Pakpak Dairi (BPD) language shift on its speakers. Because it was assumed that the young generation of BPD speakers was not greatly reduced in their interest in studying the BPD as their regional identity, and there was an increasing tendency of parents from one ethnic family to choose Indonesian (BI) as their main communication tool at home. This indicated that the realm of the use of BPD in the household gradually began to be displaced by BI, which also meant that it had triggered the "language shift".
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Spernes, Kari. "‘I use my mother tongue at home and with friends – not in school!’ Multilingualism and identity in rural Kenya." Language, Culture and Curriculum 25, no. 2 (2012): 189–203. http://dx.doi.org/10.1080/07908318.2012.683531.
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Orel, Brigita. "The Challenges, Advantages, and Consequences of Writing Prose in a Second Language." Logos 32, no. 1 (2021): 25–36. http://dx.doi.org/10.1163/18784712-03104007.
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Abstract According to Homi Bhabha, hybridity in the context of identity where two cultures or languages collide is a third space where new views and stances can emerge. I explored the concept of this third space by writing a novel in English, which is my second language, instead of in my mother tongue, Slovenian. I investigated the effects of language switch on my choice of subject matter, my writing process, and my perception of my work and myself as a writer and as a person. I examined language-related challenges of writing in my second language, the benefits of a new insight a second language offers, and how multilingualism leads to a more fluid identity and a change in perspective.
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Aidman, Marina. "Early bilingual writing." Australian Review of Applied Linguistics 25, no. 1 (2002): 1–18. http://dx.doi.org/10.1075/aral.25.1.01aid.
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Abstract The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the child’s classroom peers were sampled for comparative analysis. The findings provide evidence that language development in one of the bilingual’s languages tends to enhance the development in the other. Thus there have been differentiated text types in the child’s English writing that were not explicitly taught in English, and also some genres not typically found in the same age monolinguals’ writing. These genres have been scaffolded using the minority language, thus indicating that aspects of the schematic structure and grammar mastered in one of a bilingual’s languages can be carried across to their second language and stimulate the emergence of new written genres in it. Overall the findings support the hypothesis of the interdependence of bilinguals’ languages development (Cummins, 1981; 1984), in the area of written genre learning.
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Šilhavá, Gabriela. "Migration Experiences in Selected Works by Stanislav Struhar." Journal of Frontier Studies 6, no. 2 (2021): 16–36. http://dx.doi.org/10.46539/jfs.v6i2.303.
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Stanislav Struhar, nowadays one of the most productive contemporary Austrian authors, has published 12 works so far. The main themes of his works include the integration of a migrant who loses and finds his home, the associated language change, the search for happiness in the new home or the conscious rejection of the traumatic past. This also corresponds to the fact that the main characters in almost all of his prosaic works are migrants or their descendants. Stanislav Struhar also shows that love and language are of particular importance for the integration of migrants into the foreign milieu. The article analyzes the ambivalent character of migration experiences and the positioning of migrants in foreign society using the example of the novels Das Manuskript (2002), Eine Suche nach Glück (2005) and the volume of short stories Fremde Frauen (2013). In the first work the main characters are confronted with physical violence, in other two works it is more about the migrants’ feelings of foreignness, stereotypes and prejudices, with which they are confronted. In this context, the attitude of the protagonists towards the language, both the foreign language and their mother tongue, should also be emphasized.
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Sadia Asif, Imran Afzal, and Rahat Bashir. "An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education." sjesr 3, no. 2 (2020): 370–82. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(370-382).
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A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy. The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.
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Picanço, Gessiane. "Language planning for "Mundurukú do Amazonas"." Revista Brasileira de Linguística Aplicada 12, no. 2 (2012): 405–23. http://dx.doi.org/10.1590/s1984-63982012000200009.
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Mundurukú, a Tupian language of Brazil, exhibits two opposite scenarios. On one extreme, there is Mundurukú do Pará, the language of daily communication in the Mundurukú Indigenous Land, with fluent speakers found across all generations and still acquired by children as a mother tongue. On the other extreme, there is Mundurukú do Amazonas, formerly spoken in the Kwatá-Laranjal Indigenous Land, but whose inhabitants have shifted to Portuguese. A group of Mundurukú students from Amazonas decided to initiate a process of language revitalisation as a way to strengthen the community's ethnic and cultural identity. This paper reports the initial stages of language planning, and includes future actions to promote language use in the homes and communities, assessement of language proficiency, and definition of educational programs to teach Mundurukú in local schools.
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Kamfer, L., D. Venter, and A. B. Boshoff. "The portability of American job involvement and job satisfaction scales to non-English speaking South Africans." South African Journal of Economic and Management Sciences 1, no. 1 (1998): 85–107. http://dx.doi.org/10.4102/sajems.v1i1.1870.
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The scales discussed in Boshoff and Hoole (above) were applied to a sample of non-English mother tongue speakers in South Africa to test their "portability" between America and South Africa. Where more than one possible structure was obtained, they were compared by means of confirmatory factor analysis. To reduce error variance and improve goodness of fit indices, items were aggregated by taking the mean of random item clusters, and the confirmatory factor analyses repeated. The best fit solution for each of the scales was identified and discussed. Indications are that both the Minnesota Satisfaction Questionnaire and the Kanungo Job Involvement Scale can be used with confidence in South Africa, even on respondents who are not home language English speakers.
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Nurjaleka, Lisda, and Rina Supriatnaningsih. "In the Process of Being Bilingual of an Indonesian Child: The Phenomena of Code-Switching, Language Mixing and Borrowing." Register Journal 14, no. 1 (2021): 99–120. http://dx.doi.org/10.18326/rgt.v14i1.99-120.
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The present study is a longitudinal study for approximately 26 months to the Indonesian child and has been through her second language acquisition in Japan. A Longitudinal study is a research design that involved repeated observation of the same variables over long periods. The acquisition process took place for about four years. After returning to Indonesia, the family wants to keep her second language and do some second language maintenance. While in her process to be bilingual, she experienced a process of code-switching and code-mixing in her daily life using their mother tongue, Indonesian, and her second language, Japanese. This research focuses on how the child maintains her second language and how the bilingual process's phenomena occur through interactions in the family environment. Several language transfers from the second language to the first language occur in their daily life using Indonesian. This study uses an ethnographic research approach. Conducting ethnographic research requires a long-term process by making detailed notes about the group's behavior and beliefs from time to time. Observation and interviews are the procedures used in data collection in the field. The transfer language process is used through the code-mixing, code-switching, and preservation process of the second language after returning home. The results saw that the child both uses language systems in each language and sometimes mixed in between languages, as she has her languages.Keywords: code-switching; language mixing; Japanese as a second language; bilingual process
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Azmi, Azmi, and Bayu Suratman. "Problematika Pembelajaran Alquran di Kalangan Masyarakat Melayu Sambas, Indonesia (Analisis Kontrastif Titik Batas Fonem Bahasa Arab dan Melayu Sambas)." DAYAH: Journal of Islamic Education 3, no. 2 (2020): 230. http://dx.doi.org/10.22373/jie.v3i2.7119.
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The purpose of this research is to analyze the contrast between Arabic and Sambas Malay both at school and home of the Koran teacher. The method used in this research is qualitative research. The approach taken is descriptive based on interviews and in-depth observations at the research location. The location of the study was conducted in Seburing Village, Semparuk District, Sambas Regency, West Kalimantan Province, Indonesia. The selection of Seburing Village as a research location is because Malay people in Sambas are still not fluent in Arabic pronunciation and are brought in by mother tongue or Malay language Sambas. The results of this study indicate that the difficulty in speaking Sambas Malay in reciting Arabic, there are both vowel and consonant language sounds that have similarities and make students in MIS Nurul Huda or at the house of the teacher of the Koran experience errors, especially pronunciation.
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Niemeier, Susanne. "A cognitive view on bilingualism and "bilingual" teaching and learning." Journal of English Studies 1 (May 29, 1999): 165. http://dx.doi.org/10.18172/jes.48.
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Foreign language teaching and learning may profit substantially when discussed from a cognitive point of view. The paper deals with the situation of a new direction of foreign language teaching and learning in Germany, where in the last years so-called "bilingual" approaches have been implemented. This means that subjects such as history or biology are taught in English instead of in the mother tongue, thus exposing the learners to the foreign language to a degree that can not be offered by traditional English lessons. Furthermore, in those content subjects, the foreign language is used in a much more authentic and holistic way. So far, the results have been very promising. Combining some reflections on this new kind of teaching with insights from cognitive linguistics seems to be a way of introducing the learners not only to more exposure to the language, but also offers a way to provide the learners with insights into the way language works as well as with insights into the conceptual world behind the foreign language, and it tries to prevent the students from generating an indiscriminate mixture between their home culture and the foreign culture
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Azlan, Ulfatmi. "Pemertahanan dan Pergeseran Bahasa pada Anak dari Keluarga Multietnis (Studi Kasus Pada Mahasiswa Jurusan Bahasa dan Sastra Inggris Fakultas Adab UIN STS Jambi)." Nazharat: Jurnal Kebudayaan 25, no. 2 (2019): 135–44. http://dx.doi.org/10.30631/nazharat.v25i2.22.
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This research discusses language maintenance and language shift among children from intermarriage family. It could be found in a society that many children who grow up from intermarriage family have bilingual and multilingual. But in some cases, this condition also become the factors that cause them losing their cultural identity due to their parents do not introduce and teach them their mother tongue language. This condition will be affected the existence of those local languages because it could make them appear or even the worst thing that it could make them become death. Those effects have been found in many local languages in Indonesia in which many local languages have extinct and some of them are going to be extinct. The aims of this research are to describe the phenomenon that appears within the students of English Language and Literature Adab and Humanities Faculty UIN STS Jambi who have intermarriages family’s background. Besides that, it also aims to find out the role of parents to decide the language choice used by their children. Since this research lay down from the previous researchers that find out parents are the important role in deciding language choice for their children. Observation and questionnaire are the techniques used in collecting the data. The results show that parents have a role that causes the shift and the maintenance of local languages. In addition, the factors such as bilingual, language’s choosing and using at home and migration are the causes of language shift found in English Language and Literature students. But the researcher found that code switching and code mixing are only used by the students for a specific situation where they should elaborate their language with their listeners.
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Yuntina, Lily. "IMPROVEMENT OF CHILDREN’S LANGUAGE SKILLS THROUGH SINGING ACTIVITIES." Dialectical Literature and Educational Journal 6, no. 1 (2021): 27–35. http://dx.doi.org/10.51714/dlejpancasakti.v6i1.42.pp.27-35.
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Education as a dynamic process in which children develop according to the inner terms of their lives, with their "voluntary work" when placed in an environment that is prepared to give them freedom of self-expression. One aspect that needs to be developed from an early age is language, the most ideal for learning a language other than the mother tongue (first language). The purpose of this research was to find out and get information about children's language improvement through singing activities, Research Subject was students at Kindergarten Al Marjan Bekasi. The type of research methodology is a descriptive qualitative method. Source of the data for this research took from the principal and teachers. The object were 26 students of Group B. Data collection technique through the results of the observations, interviews, documentation and field notes as data supporting. The type of observation used is passive participation observation. The stages of data analysis were consisted of data before, data in the field, and after completion of the field. Data validity checking techniques are based on credibility, transferability, dependability, confirmability. In checking the validity researcher used a degree of trust, with platform learning at home using social media as a communication tool between teachers and students. The result of this research, there is a significant increasing children’s language skill through singing activities.
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Sarikoudi, Georgia, and Anna Apostolidou. "Parenting and Education: The Example of Refugee Parents in Greece." Refuge: Canada's Journal on Refugees 36, no. 1 (2020): 40–49. http://dx.doi.org/10.25071/1920-7336.40629.
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This article focuses on the interplay between parenthood and refugee status and documents the approaches that parents employ to become educational agents and enrich their children’s language knowledge and cultural capital while residing in refugee camps in northern Greece. It discusses the prominent role that encampment times play in structuring the disempowering refugee condition, and describes the parents’ strategies of managing time and teaching their mother tongue and homeland culture to their children but also through becoming students themselves. In doing so, it highlights the accentuated parental role as a mediator between “home” and future residence and touches upon the repercussions of parents’ involvement in their children’s education. Based on anthropological fieldwork, this article highlights instances where the active parental role presents itself as a tactical means to counterbalance the reported loss of agency that the refugee positionality entails.
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Ramanathan, Vai. "LITERACY DEVELOPMENT IN A MULTILINGUAL CONTEXT: CROSS-CULTURAL PERSPECTIVES.Aydin Durgunoglu and Ludo Verhoeven (Eds.). Mahwah, NJ: Erlbaum, 1998. Pp. xviii + 308. $29.95 paper." Studies in Second Language Acquisition 22, no. 2 (2000): 284–85. http://dx.doi.org/10.1017/s0272263100232063.
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Simultaneously theoretical and data-rich, this volume explores ways in which ethnic minorities grapple with conflicts related to the literacy practices of their home culture as well as those practices demanded by the dominant culture. Truly multicultural in nature, the book offers in-depth glimpses into a variety of teaching and learning contexts: how young Gujarati teenagers in England learn Gujarati (chapter 3), how Hmong parents wish their children to retain fluency in Khmer while also insisting that they attend “English only” schools (chapter 4), how Finns in Sweden and Karelias in Russia grapple with the literacy demands of the majority culture (chapter 1), how “usefulness” becomes the most crucial variable in determining the language of schooling in bi- and multilingual contexts (chapter 2), and how Vietnamese people wrestle with learning their mother tongue in Norway (chapter 8).
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Sorvari, Marja. "Ylirajaiset venäläiset nykykirjailijat Suomessa." Idäntutkimus 27, no. 1 (2020): 22–37. http://dx.doi.org/10.33345/idantutkimus.91923.
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Artikkelini keskittyy kirjallisuuden ylirajaisuuteen ja erityisesti venäjänkielisiin kirjailijoihin, jotka asuvat kotimaansa ulkopuolella ja kirjoittavat muulla kuin äidinkielellään. Käsittelen kahta Suomessa asuvaa venäjänkielistä kirjailijaa, Zinaida Lindéniä ja Polina Kopylovaa, jotka kirjoittavat kaunokirjallisia tekstejä ruotsiksi ja venäjäksi sekä suomeksi ja venäjäksi. Tarkastelen, miten he lähestyvät monikielistä luomisprosessia, mitä heille merkitsee kirjoittaminen kahdella kielellä ja miten se heijastuu heidän kaunokirjallisissa teksteissään. Tarkasteluni pohjautuu kirjallisuuden ylirajaistumiseen liittyvään tutkimukseen ja siinä esiin nostettuihin ajatuksiin kansallisten kirjallisuuksien monikielisyydestä ja kulttuurienvälisyydestä. Tutkimusaineistona ovat kirjailijoiden kaunokirjalliset tekstit sekä kirjailijahaastattelut.
 
 Contemporary Translingual Russian Writers in Finland
 The article deals with literary translingualism, and especially Russian-speaking writers who live outside their home country and write in a language other than their mother tongue. The article discusses the ideas that literary translingualism evokes about language, literature, and identity and deals with two Russian-speaking writers, Zinaida Lindén and Polina Kopylova, who live in Finland and write in Swedish and Russian, and in Finnish and Russian, respectively. The article discusses how the writers approach their multilingual creative process and how it is reflected in their literary texts and interviews.
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Kruger, E. "Die insluiting van ’n (multi-)kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal." Literator 22, no. 3 (2001): 75–91. http://dx.doi.org/10.4102/lit.v22i3.370.
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The inclusion of a (multi-)cultural component in the curriculum for Afrikaans as additional language In this article the author pleads for a democratisation of Afrikaans as an additional language curriculum so that the teaching and learning of Afrikaans could contribute towards cross-cultural consciousness. Relevant definitions of the concept culture are discussed, as well as intercultural understanding, stereotyping and communication. The relationship between literature, culture and cognitive development as well as culture and nonverbal communication is perused. Several ways are indicated by which culture could be integrated into a communicative Afrikaans language programme, such as giving attention to different sociolinguistic speech routines, including authentic media texts, as well as the study of folklore and stereotypes in literary texts (with examples of each of these cultural components). Broadening the learning content in this way could assist in neutralising the negative effects of the political-historical past of the Afrikaans language. This aim can be reached if the non-mother tongue learner’s interests are stimulated and his/her needs are addressed. Being involved in and exposed to these kinds of cultural components in Afrikaans, the learners would feel at home in the additional language classroom. Consequently they would feel free to participate actively – both emotionally and cognitively – and would ultimately accept responsibility for their own learning.
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Onjul, V. "Development of Pragmatic Competence in 6-36 Months Old Children." Bulletin of the L.N. Gumilyov Eurasian National University. Political Science. Regional Studies. Oriental Studies. Turkology Series. 133, no. 4 (2020): 36–43. http://dx.doi.org/10.32523/2616-6887/2020-133-4-36-43.
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In linguistics, language acquisition is examined as its development in terms of phonology, phonetics, morphology, semantic knowledge, sentence knowledge, and the performance of the mother tongue. It is an acquisition that begins in the womb, develops in the preschool period and lasts a lifetime. As each person’s inheritance and environmental characteristics are different, this process varies according to the cognitive, biological, emotional and social conditions of the child. The social basis of language acquisition is environmental input, and language development is treated as the child’s maturation in language use by passing through certain stages at certain ages. Children learn the rules of language in their social structure as well as for what purpose they are used. It may be possible for children to acquire their mother tongue and learn how to use that language in various contexts, by living in the culture where that language is used. Language is a means of communication for the child, and children can use language more extensively by socializing with adults who use language better. Social use of language in every culture has some rules such as politeness, speaking in a way that the listener understands, waiting for the order of speech, starting and continuing the conversation, gestures and gestures during the conversation, and these social rules develop in early childhood. It has been observed that there are few studies in our country on how the child developed his / her knowledge of single word, two words and grammar period starting from the pre-language period, and how he / she learned how to use the language. In recent years, it has been found that the majority of studies have been done to analyze the interaction of parents with children in Turkish families and the language directed towards the child by the parents. In this study, as a result of longterm observations, performance assessment of children was requested from 6 months from birth. The processes of learning how to use language have been observed in 11 children between 6-36 months; two of these children have been observed in a home setting, nine of them in a nursery for two and a half years. Observation records have been taken twice a month, with an interval of 15 days. The natural observation method has been applied, the audio and video recordings of the children were taken for 1 hour in the natural environment without any external intervention, the data obtained has been determined by the data obtained in the studies on this subject, and similarities and differences have been tried to be determined.
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Rodríguez-Gil, Maria E. "Deconstructing Female Conventions: Ann Fisher (1719–1778)." Historiographia Linguistica International Journal for the History of the Language Sciences 33, no. 1-2 (2006): 11–38. http://dx.doi.org/10.1075/hl.33.1-2.04rod.
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This paper examines Ann Fisher’s (1719–1778) most important and influential work, A New Grammar (1745?). In this grammar, the author did not follow the trend of making English grammar fit the Latin pattern, a common practice still in the eighteenth century. Instead, she wrote an English grammar based on the nature and observation of her mother tongue. Besides, she scattered throughout her grammar a wide set of teaching devices, the ‘examples of bad English’ being her most important contribution. Her innovations and her new approach to the description of English grammar were indeed welcomed by contemporary readers, since her grammar saw almost forty editions and reprints, it influenced other grammarians, for instance Thomas Spence (1750–1814), and it reached other markets, such as London. In order to understand more clearly the value of this grammar and of its author, this grammar has to be seen in the context of her life. For this reason, we will also discuss some details of her unconventional lifestyle: unconventional in the sense that she led her life in the public sphere, not happy with the prevailing idea that women should be educated for a life at home.
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Rodríguez-Gil, Maria E. "Deconstructing female conventions." New Approaches to the Study of Later Modern English 33, no. 1-2 (2006): 11–38. http://dx.doi.org/10.1075/hl.33.1.04rod.
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Summary This paper examines Ann Fisher’s (1719–1778) most important and influential work, A New Grammar (1745?). In this grammar, the author did not follow the trend of making English grammar fit the Latin pattern, a common practice still in the eighteenth century. Instead, she wrote an English grammar based on the nature and observation of her mother tongue. Besides, she scattered throughout her grammar a wide set of teaching devices, the ‘examples of bad English’ being her most important contribution. Her innovations and her new approach to the description of English grammar were indeed welcomed by contemporary readers, since her grammar saw almost forty editions and reprints, it influenced other grammarians, for instance Thomas Spence (1750–1814), and it reached other markets, such as London. In order to understand more clearly the value of this grammar and of its author, this grammar has to be seen in the context of her life. For this reason, we will also discuss some details of her unconventional lifestyle: unconventional in the sense that she led her life in the public sphere, not happy with the prevailing idea that women should be educated for a life at home.
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Fleury, Fernanda Oppenheimer, and Clara Regina Brandão de Avila. "Rapid naming, phonological memory and reading fluency in Brazilian bilingual students." CoDAS 27, no. 1 (2015): 65–72. http://dx.doi.org/10.1590/2317-1782/20152014091.
Full textAbstract:
PURPOSE: To characterize the performance of Brazilian students exposed to two languages in reading fluency, phonological memory, and rapid naming, according to grade level, and to investigate correlations between these variables. METHODS: Sixty students took part in this study (50% female), enrolled in the third to the fifth grades of two elementary schools of the city of São Paulo. They constituted two groups - bilingual group: 30 Brazilian children whose mother tongue and language spoken at home was Brazilian Portuguese and who were daily exposed to English at school for a period not shorter than three years; monolingual group: 30 students, from a monolingual Brazilian elementary school, who were paired by gender, age, and grade level with the bilingual students. Foreign children, children with complaint or indication of speech and language disorder, or who had been retained were excluded. A rapid automatized naming, pseudoword repetition, and oral reading tests were administered. The bilingual children were assessed in both languages and their performances were compared among themselves and with the monolingual group, which was only assessed in Brazilian Portuguese. RESULTS: The bilingual group showed better performance in English, rapid naming, and pseudoword repetition tasks, whereas Brazilian Portuguese, in reading fluency. A higher number of correlations were found in Brazilian Portuguese. CONCLUSION: The results suggest that the acquisition of a second language may positively influence the abilities of rapid naming, reading rate, and accuracy. Brazilian bilingual students performed better in tasks of phonological memory in English and Brazilian Portuguese performed better in reading fluency. Different correlation patterns were found between the rapid naming, accuracy, and reading rate, in the bilingual group analysis, in both languages.
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Russell, Katherine, and Amira Ali. "Public Attitudes Toward Breastfeeding in Public Places in Ottawa, Canada." Journal of Human Lactation 33, no. 2 (2017): 401–8. http://dx.doi.org/10.1177/0890334417695203.
Full textAbstract:
Background: In Ontario, Canada, breastfeeding in public is a protected right, yet even with these laws, attitudes toward breastfeeding in public can serve as a barrier to breastfeeding. Research aim: This study assesses public support for breastfeeding in public among adults in Ottawa, Ontario, and examines sociodemographic associations with negative attitudes toward public breastfeeding. Methods: Data from the 2015 Rapid Risk Factor Surveillance System (RRFSS), a population health telephone survey, were obtained for Ottawa. Adults ages 18 years and older were asked whether it was acceptable for a mother to breastfeed her baby in a restaurant and shopping mall ( n = 1,276). Descriptive statistics and regression were used to describe sociodemographic characteristics associated with negative attitudes. Results: Overall, 75% of respondents agreed that it was acceptable for a mother to breastfeed her baby in both a restaurant and shopping mall (restaurant: 78%; shopping mall: 81%). Respondents who did not have children at home, were less educated, had a mother tongue language other than French or English and who were retirees were less likely to support breastfeeding in restaurants and shopping malls. In addition, women and immigrants living in Canada for more than 15 years were less likely to support breastfeeding in shopping malls. Conclusion: Despite a law to support public breastfeeding in Ontario, there is room to improve attitudes toward public breastfeeding. Increased public support for public breastfeeding can support women and children to achieve their feeding goals, particularly for those wanting to exclusively breastfeed.