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1
Omoera, Osakue Stevenson, Oluranti Mary Aiwuyo, John O. Edemode, and Bibian O. Anyanwu. "Impact of Social Media on the Writing Abilities of Ambrose Alli University Undergraduates in Ekpoma-Nigeria." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 59–80. http://dx.doi.org/10.26817/16925777.412.
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This article examines the impact of social media on the writing abilities of Nigerian youths in English, which is the language of mass communication in Nigeria. Deploying cultivation theory of the media, this study uses quantitative and qualitative methods to unpack the Nigerian youths’ opinions on the impact of the use of the new media of social networking platforms such as Facebook, WhatsApp, Instagram, etc., on their writing abilities, using undergraduates of Ambrose Alli University, Ekpoma-Nigeria as a study case. To do this, information is gathered through the use of 120 copies of a validated survey questionnaire. Additional information is garnered from in-depth interviews (IDIs) with lecturers from within and outside Ambrose Alli University and focused group discussion (FGD) with some students of the institution as well as the researchers’ direct observation of the issue under investigation. The study discovers that a majority of the youth adopt a certain option/brand of English which cannot be located within the matrixes of Standard English or even its Popular Nigerian English (PNE) variant which is called Pidgin English. Consequently, expressions such as ‘u’ for ‘you’ ‘gr8t’ for ‘great’, ‘ur/urs’ for ‘your/yours’, among other deviational patterns, have crept into their writing consciousness in classes and examinations, which make a lot of ‘sense’ in informal settings among the youths, but smacks of sub literacy in formal writing situations under which they are being trained. As well, shortened forms of words and phrases such ‘LOL’, ‘K,’ ‘IJNA,’ ‘Y’, etc., are common sights in their writings. This development can have serious implication for effective and efficient writing among Nigerian youths, especially in formal situations. The study suggests that because it has been demonstrated that effective and efficient writing can improve comprehension of content in any discipline, enabling students to practice analysis, synthesis, and other skills that constitute critical, creative, and even civic thinking, students should be encouraged to write effectively and efficiently as more writing equals more learning even in the age of the new media (social media). It advises that further studies should be carried out on the deviational patterns and shortened forms of English words and phrases which are commonly used by youths in Nigeria and elsewhere, with a view to possibly getting the ‘new words’ standardized by the relevant educational authorities to ensure uniformity in usage, and to keep pace with the dynamically trendy youth/social media culture.
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Lesus, Melina, and Andrea Vaughan. "“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team." English Teaching: Practice & Critique 21, no. 1 (February 14, 2022): 57–70. http://dx.doi.org/10.1108/etpc-06-2021-0069.
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Purpose This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy. Design/methodology/approach In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants. Findings The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing that connects both to students’ experiences, and to the purposes and audiences of their writing context. Practical implications This out-of-school context provides implications for how English Language Arts teachers can rethink what disciplinary literacy looks like in classroom writing instruction. Originality/value By maintaining ownership of their writing, the youth agentively positioned themselves not only as students accumulating disciplinary knowledge but also as participants in a community of practice.
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Alobwede, Charles Esambe. "THE INFLUENCE OF SOCIAL MEDIA ON CAMEROONIAN ENGLISH." International Journal of Research -GRANTHAALAYAH 11, no. 6 (July 14, 2023): 117–29. http://dx.doi.org/10.29121/granthaalayah.v11.i6.2023.5207.
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Social media has emerged as a popular new technology that has spread all over the different sectors in Cameroon: education, business, government, print media, audiovisual media, etc. This new means of communication has eased the exchange of thoughts and ideas. The internet, as an aspect of new technologies, came along with a deviant form of writing peculiar to the younger generation in general and the Cameroonian youth in particular. This new system of communication gave rise to what is known as computer-mediated communication, which had become widely spread within the educational milieu in Cameroon. Social media has negatively influenced the use of Standard English in Cameroon, especially written texts, given that aspects of computer-mediated communication have rapidly replaced conversational writing forms. Such development in communication has affected language, which has gradually shifted from its original sound, sign, or symbol and complex sentence structures governed by grammatical rules to the language of text messaging with its simple syntax, incomplete sentence forms, informal structures, and modified ideograms known as emojis (happy faces, sad faces, excitement figures, blushing faces, etc.). This research aimed at analysing the writings of students at the University of Yaounde 1 to show the extent to which the use of social media has affected the written rendition of these students. To elucidate this, a study was done by analyzing their scripts and text messages. The communication accommodation theory was adopted to arrive at the expected results.
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Pandey, Madhukar. "Social Media as a Learning Platform for EFL Learning: A Case of Undergraduate Students." Mega Journal 3, no. 1 (March 18, 2024): 22–30. http://dx.doi.org/10.3126/tmj.v3i1.63767.
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Social media is one of the most popular learning platforms among youths, especially for the university level EFL students. The paper aims to explore how undergraduate level EFL students in a university utilize social media to improve their English writing skills. Using a meta-analysis approach, seventeen peer-researched articles published in the last five years were downloaded from google scholar and closely reviewed. Based on the review, the study concluded that social media was used as one of the informal learning platforms for writing in English. Students were reported to have been engaged in independent writing in social media while communicating with their peers, and relatives, thereby developing confidence in writing in English, though the use of more informal language structures were preferred. The findings of the study imply that higher engagement of EFL students in social media communication positively impacts their writing skills, so institutions are to increase the use of ICT in their pedagogical practices for students’ meaningful learning.
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P. Dozie, Chinomso, and Ijeoma C. Ojilere. "Emerging Trends in English among Youths in Nigeria – An Exploratory Study." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 70. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.70.
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The study explored the potential impact of emerging trends in the formal written English language of youths which hitherto is uninvestigated in South-east Nigeria. Through a random sampling process, 2000 copies of pretested and validated questionnaire written in English were administered to undergraduates at five federal universities in south-east Nigeria. In addition, print-out of a couple of group conversations on Facebook and WhatsApp and Key Person Interview (KPI) was used to supplement the questionnaire data. In all, 1940 copies of questionnaire representing 97.00% were completed and returned for analysis. Results showed that emerging trends in written English conversation as social media convention is common among students in tertiary institutions. Findings revealed that 98.87% of participants used emerging trends during classes which indicates a massive infiltration of formal written English with social media trivialities while a statistically significant 34.54% have had to use these emerging trends though unconsciously during exams which reflects their deep and deliberate learning of these most potentially contentious tools of informal written conversation. Ultimately, the study confirmed that activities on social media was taking its toll on the students’ performance in written English as they can no longer tell the appropriateness of one variety or another. In conclusion, the study established that emerging trends have profound negative impact on written English and recommends that teachers/instructors must make purposeful efforts to unteach that which has been wrongly learned by insisting that students begin to imbibe the culture of standard and formal writing regardless of the purpose of the writing.
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Varela González, Valery Paola, and Yahui Huang Chang. "Social Media as a Hindrance to the Writing Skills of English Learners." Ciencia Latina Revista Científica Multidisciplinar 8, no. 1 (June 4, 2024): 12056–69. http://dx.doi.org/10.37811/cl_rcm.v8i3.11322.
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This article examines the impact that social media has had in the writing skills of young people. It focuses on how the rise of social media language has changed the way in which people use the English language at the time of writing. Moreover, it explores the impact of abbreviations, dialects, slang, and new terms and their effect on the way people perform their written abilities. As well as how all these features impact the communication and academic performance of youths.
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Kirkland, David E. "“The Rose That Grew from Concrete”: Postmodern Blackness and New English Education." English Journal 97, no. 5 (May 1, 2008): 69–75. http://dx.doi.org/10.58680/ej20086322.
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For David E. Kirkland, the New English Education locates English language arts in the realities of youth, where texts emerge from students’ lives, and the notions of reading and writing in English classrooms are open to revision. Kirkland reflects on how “postmodern Black experience, especially as seen in hip-hop, gives English teachers one way of envisioning the New English Education.”
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Daniels, Harvey. "The Literature Circle: The English Teacher’s Red Pen." Voices from the Middle 13, no. 2 (December 1, 2005): 46–47. http://dx.doi.org/10.58680/vm20054776.
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Daniels urges us to leave the red pen in the desk and ensure that kids understand the purpose of writing: communication. Give students an authentic reason to write and a real audience, and the writing will be meaningful. Meanwhile, resist the pressure from parents, administrators, and legislators—everyone who remembers the blood-red papers of their youth to mark every little flaw. What they’ve forgotten is, that didn’t work for them, and it’s not working now.
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Percic, Karolina, and Lazar Vukadinovic. "Innovative written expression of youth in Serbia." Zbornik Matice srpske za drustvene nauke, no. 172 (2019): 517–35. http://dx.doi.org/10.2298/zmsdn1972517p.
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When we refer to the language of a particular nation, we need to take into account the modern trends of globalization as well as the urge to preserve the cultural identity and language. With the appearance of the social networks, followed by an increase in frequency of communication on the networks, there arise anglicisms and other abbreviated words in writing, which are typical amongst younger generations. The language used on the social media illustrates to a great extent the creativity of its authors, but at the same time an increase in the mistakes and irregularities in comparison to the standard language. An empirical research on this topic has been conducted during May and June 2018, with a sample of 1,148 students of undergraduate studies in the Republic of Serbia. The aim of the research was to establish to what extent they use jargon in the form of abbreviations in Serbian and English in their everyday communication on the social networks, which constitutes a part of the written language used by younger generations. It was also examined the frequency of (un)regularity in the writing of the Latin letters Dj, Dz, S, Z, C, C, while chatting, as well as the particular writing habits depending on the sources used for writing (such as paper, PC, mobile phone). The research has shown that 80% of the students in the Republic of Serbia use frequently a pen to write on a paper, hence a larger percentage of students prefer the traditional mode of writing opposed to the digital writing. The students more often use the English keyboard on their PCs, which means that they type the Latin characters in Serbian without diacritics, and 24% of the students occasionally need time to think how to write a particular letter on paper. About 21% of the students have stated that whilst writing with a pen on a piece of paper they writ? dj instead of dj; dz instead of dz. Another important fact is that over 40% of the students use ?jargon? abbreviations in Serbian whilst writing, and the percentage of the students that use the abbreviations in English constitutes to 26%, which should not be neglected in particularly since 40% frequently use anglicisms in their expression. To the knowledge of the authors of this paper, there were no researches done on this topic in the Republic of Serbia in particularly focusing on the university students.
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P. Johnson, Latrise. "Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club." Research in the Teaching of English 52, no. 1 (August 1, 2017): 13–33. http://dx.doi.org/10.58680/rte201729198.
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Although contexts for writing have shifted in recent decades, traditional views tend to focus on and perpetuate standards-driven practices for “effective” writing. Literacy scholars have demonstrated the rich possibilities of the English language arts, and of queer-inclusive practices, but few have discussed how the writing of queer youth might disrupt heteronormativity and affirm gender and sexual diversity. Merging an expanded view of authentic writing and Yagelski’s (2011) writing as a way of being, this study explores the writing of Ava, Sanavia, and Anika, three Black queer youth who participated in an after-school writing club. This study examines how normalized literacy participation and ways of being are interrupted when queer youth write the self. In other words, participants constructed identities through the experience of writing and not the extent to which the content or form of their writing conformed to convention or what was “acceptable” in school spaces. Findings suggest that the act of writing enabled the participants to navigate and disrupt heteronormativity and traditional writing practices while being who/how they were. These findings contribute to research that seeks to interrupt literacy normativity and calls for restorative literacies aimed at enabling Black queer youth to (re)claim who they are through their writing.
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Hussain, Riaz, Muhammad Zeeshan Khan, and Muhammad Sumair Zahid. "A Study on E-rozgar Opportunities for Pakistani ESL Graduates in Web Content Writing." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (January 30, 2022): 69–76. http://dx.doi.org/10.52131/pjhss.2022.1001.0175.
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The study falls in the area of Internet Linguistics and explores e-rozgar opportunities in Web content writing. Web content writing jobs can be done at home on the Internet. Against a background of the ever-rising rate of unemployment in the country, the paper tries to highlight new online job opportunities offered in the field of Web content writing. The study emphasizes the need to equip our educated youths with Web content writing skills so that they can earn living at home. In order to benefit from these online opportunities, we need to know what web content writing is and how it is different from other forms of writing. The study explains not only these aspects but also other important aspects of Web content writing such as Search Engine Optimization (SEO) and the influence of SEO on the writing preferences of Web content writers. As the study moves on, it emphasizes the important role linguistics and English teachers can play in imparting Web content writing skills to the unemployed graduates in the country. The teachers and course designers need to keep themselves abreast of the changes in the job market. It concludes by highlighting the importance of tailoring MA English / linguistics and M. Phil English / linguistics course contents to the existing freelancing job market trends.
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Núñez Asomoza, Alejandra. "Transnational English Teachers Negotiating Translanguaging In and Outside the Classroom." Mextesol Journal 46, no. 1 (January 1, 2022): 1–13. http://dx.doi.org/10.61871/mj.v46n1-13.
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Transnational youths develop complex linguistic repertoires because of their intricate mobility patterns and their exposure to multiple literacy and cultural frameworks. This leads them to develop malleable linguistic practices –defined as translanguaging– by means of creatively drawing on their linguistic resources to make sense of their worlds Building on their knowledge of English and their experiences abroad, Mexican transnational youths often find in language teaching an opportunity to start a professional career in Mexico. This article shows how these transnational English teachers negotiate their translanguaging practices in and outside of the language classroom. The analysis of semi-structured interviews and writing compositions reveal the tensions around prevailing monolingual ideologies inside EFL (English as a Foreign Language) classrooms and the flexible languaging that the participants display in their everyday lives. The transnational teachers in this study also report on the use of translanguaging as an empowering strategy for their students and themselves.
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Phommavongsa, Khamlan, Soulideth Xaysetha, and Somxay Phomchaleun. "THE COMMON GRAMMATICAL ERRORS IN WRITING NARRATIVE ESSAY OF STUDENTS AT THE YOUTH RESOURCE CENTER, SAVANNAKHET." Jurnal Penelitian Humaniora 22, no. 1 (January 27, 2021): 18–30. http://dx.doi.org/10.23917/humaniora.v22i1.11501.
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The research aimed to investigate types of common grammatical errors and dominant errors in writing narrative essays of students at the Youth Resource Center, Savannakhet. This study focuses on English students at the Youth Resource Center Savannakhet. The study employed a qualitative method. A sample group was 19 (12 male and 7 female) English students who learn English as an extra class. Data collection was conducted by testing writing narrative essay. The students were requested to write descript based on their stories under the theme: unforgettable moments in life. It’s consisting their experiences, holidays, and else. The researcher was analyzed data by using a descriptive initially statistic, a complete program Excel to present the data. As the result revealed that: there were 6 categories of common grammatical errors in students’ narrative essay writing such verb-tense there were 120 times with 28%, punctuation which came 99 times with 24%, spelling happened 63 times equal 15%, preposition came with 59 times with 14%, capital letter happened 58 times with 14%, and last was article error occurred 21 times with 5%. The most dominant type of grammatical error is verb-tense came with frequency 79. This was because of the students’ lack of knowledge in grammatical writing skill.
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Mirza, Ejaz, Muhammad Haseeb Nasir, and Muhammad Abdullah. "Influence of Social Media Chat on English Writing Skills of the Students." Global Regional Review VII, no. I (March 30, 2022): 1–8. http://dx.doi.org/10.31703/grr.2022(vii-i).01.
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The advancements in technology have cast a shadow on people belonging to all walks of life.The life of youth is incomplete without the use of technology. Mobile phones have become a necessity in their lives. Invent of internet gifted mobile phones with many new applications e.g. WhatsApp,Twitter, Snapchat, etc. WhatsApp is the easiest and the most user-friendly application among all has gained tremendous importance in the lives of youth. WhatsApp users are rising each day as every new invention comes up with many advantages as well as disadvantages. The present study attempts to study the effects of WhatsApp messenger on formal writing of students by using a mixed research design i.e. two research tools have been used for the collection of data, one is quantitative in the form of a questionnaire whereas the other one is qualitative like the assessment of students essays.Resultantly, it was found that the language they use in texting while using WhatsApp messenger often deviates from the spelling and grammar rules of a standard language. It was observed that the informal style of writing developed due to excessive use of WhatsApp is reflected even in the formal writing of the students. The linguistic expressions used over WhatsApp by most of the students affect their writing skills negatively
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Belmahdi, Amel, Jia Li, and Bill Muirhead. "Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence." Journal of Digital Life and Learning 2, no. 1 (April 15, 2022): 1–51. http://dx.doi.org/10.51357/jdll.v2i1.166.
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A growing body of research has revealed that the use of digital technology, including digital media, for writing instruction positively impacts English language learners’(ELLs’) learning and engagement; however, little is known about how this instruction impacts the development of ELLs’ writing skills. This scoping literature review is comprised of empirical evidence from 32 studies published between 2010 and 2020 that reported on the impact of digital technology-supported writing instruction on youth ELL’s writing skills. Although the types of digital technology media that were used varied across the studies, the results revealed that all 32 studies found a positive or perceived positive impact of digital technology-supported writing instruction on ELLs’ writing skills in areas of grammar, language mechanics, metalinguistic awareness, organization, sentence/paragraph structure, and/or word choice/language use. Specifically, 29 articles reported positive outcomes or perceived positive outcomes, while three showed mixed results in which certain areas improved but not others. Pedagogical implications, and recommendations are provided to language educators and youth ELLs.
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Winn, Maisha T. "Forum: Toward a Restorative English Education." Research in the Teaching of English 48, no. 1 (August 1, 2013): 126–36. http://dx.doi.org/10.58680/rte201324162.
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In this essay I argue for a Restorative English Education—that is, a pedagogy of possibilities that employs literature and writing to seek justice and restore (and, in some cases, create) peace that reaches beyond the classroom walls. A Restorative English Education requires English language arts teachers to resist zero-tolerance policies that sort, label, and eventually isolate particular youth, embracing a discourse of restoration in which all young people have an opportunity to experience “radical healing” through engaging in deliberate literate acts that illuminate pathways of resilience.
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Auganbayeva, M. S., Е. Alkaya, and G. B. Mamayeva. "Аnglicisms in Youth Slang." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (March 30, 2024): 188–202. http://dx.doi.org/10.47526/2024-1/2664-0686.16.
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This article will be devoted to the research of the English slang influence in a colloquial speech on the purity of language. Spoken language is the most essential part of language functioning. One of the most popular forms of conversation is the application of slang. Slang is an informal language used in colloquial rather than writing. Among the slang, “youth slang” and “computer slang” were taken as the main objects of inquiry. Now slang is an active element of the youth language. Slang is so popular that we come across it in everyday colloquial speech. Slang is penetrating all spheres of society. Since youth is a socially active layer of society, new forms of social relations have a great impact on young people. Their language competence and speech habit determine the direction of language development and other social subsystems. That is why it is important to study youth slang. Young people actively use anglicisms in their spoken language. Many words in English are actively used on the pages of the youth press, as well as in radio and television programs. Due to the rapid growth of computerization, borrowed words from the English language enter the speech of young people quite quickly, because young people are a group that tends to quickly master and perceive everything new that has appeared in their lives. The most active slang users are young people and computer users. That is why the work considers English slang in the spoken language of these two social groups.
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Horn, Leigh Van. "Professional Book Reviews: Bend It, Shape It, Any Way You Want It: Taking Charge of Technology!" Voices from the Middle 11, no. 3 (March 1, 2004): 64–65. http://dx.doi.org/10.58680/vm20043103.
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Reviewed: Technology for Literacy Teaching and Learning; The Tech-Savvy English Classroom; Computers in the Writing Classroom; Real ePublishing, Really Publishing! How to Create Digital Books by and for All Ages; Teaching Youth Media: A Critical Guide to Literacy, Video Production, and Social Change.
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Mulyani, Wahyu, Sarujin Sarujin, and Ari Cahya Puspitaningrum. "BAHASA GAUL SEBAGAI MEDIA KOMUNIKASI BUDAYA DI ZAMAN MILENIAL." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 23, no. 2 (July 18, 2022): 168. http://dx.doi.org/10.19184/semiotika.v23i2.30212.
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This study aims to discuss (1) adolescent slang in the form of abbreviations in the WhatsApp(WA) group of national-level short story writing competitions, (2) youth slang in the form ofwords in the WA group, and (3) slang as a medium of cultural communication in the millennialera. The research method uses qualitative methods. The research data were taken from two WAgroups in the national-level short story writing competition. Data collection techniques usinglistening and tapping techniques. The time used for data collection is half a year, from July2021 to December 2021. The results show ten forms of abbreviations and fifteen forms ofwords. Ten forms of abbreviations used by teenagers in chatting in the WA group of nationallevel
short story writing competitions have variety, including abbreviations in English andIndonesian. The fifteen-word forms used by teenagers in chatting in the group also varied; ninewords came from English, six words came from Indonesian, there were variations inIndonesian words whose spellings were reversed (from the middle and behind), and There weretwo Jakarta dialect words. These findings represent adolescent self-identity. Communicationin the form of chatting is a youth culture, so there is a national-level short story writingcompetition in the WA group, which feels that teenagers tend to use slang. The number ofEnglish teenagers use in cultural communication shows that they want to be seen as modernand cool. By being looked at like that, teenagers feel happy and proud because they feel theyare not out of date. The findings from the study show that millennial youth have creativity incommunicating through abbreviations and variations of English to represent the context ofcontemporary culture that is modern, cool, and proud.
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Miller, Fayneese, My Do, and Jason Sperber. "An Examination of Social Adaptation Processes of Vietnamese Adolescents." Ethnic Studies Review 20, no. 1 (January 1, 1997): 59–78. http://dx.doi.org/10.1525/esr.1997.20.1.59.
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The purpose of the study was to examine the factors that affect the ways in which Vietnamese youth feel about themselves and their “place” in society. More specifically, the purpose was to determine the relationship between sociocultural factors (L e. language proficiency, length of residence, socioeconomic class, ethnic identity, and cultural continuity) and such person-oriented variables as depression and alienation. Thrity-one college and fifteen high school students responded to a series of questions about themselves, family, relationships, personality, and achievement motivation. It was found that perceived problems with one's ethnic group, cultural continuity, and parental attitudes toward schooling significantly predicted depression. Degree of attachment to one's ethnic community, English speaking and writing abilities, and outlets for derpession tended to predict future outlook or feelings of hope versus alienation. Several variables were highly predictive of acculturation. Some of those variables are native language ability, English speaking and writing ability, outlets for depression, and perceived problems with one's ethnic group. Implications of the findings for Vietnamese youth and future directions are discussed.
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UNDERWOOD, LUCY. "YOUTH, RELIGIOUS IDENTITY, AND AUTOBIOGRAPHY AT THE ENGLISH COLLEGES IN ROME AND VALLADOLID, 1592–1685." Historical Journal 55, no. 2 (May 10, 2012): 349–74. http://dx.doi.org/10.1017/s0018246x12000052.
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ABSTRACTThis article analyses the records of 595 entrants to the English College, Rome, and 309 entrants to the English College, Valladolid. These Colleges, set up to train young English men as Catholic priests at a time when Catholicism was proscribed in England, required all entrants to complete questionnaires covering their social, educational, and religious background. The Responsa Scholarum are the autograph manuscripts of students at Rome; the Liber Primi Examinis consists of summaries of oral examinations written down by the interviewers. Through a combination of quantitative analysis and close reading of individual accounts, this article explores responses to the questionnaires, focusing on the engagement of young people with religion and religious identity. It argues that their self-writings shed important light on our understanding of both early modern religion and of early modern childhood and adolescence.
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Hoa, Le Huong, and Dinh Tran Ngoc Huy. "Teaching English for Children, Secondary and High School Students - And Values of Educational Lessons for Children from Ho Chi Minh Ideologies." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 537–44. http://dx.doi.org/10.9756/int-jecse/v14i1.221066.
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For national development and wisdom, we need to pay attention to children and students education. That’s why this study choose a topic of English language education for children and students at secondary and high schools. This paper will address many views from how to teach English as secondary language for them, as well as how to teach 4 English skills and also, explore and emphasizes ideologies of Ho Chi Minh and V.I Lenin on the youth education. The study findings show us that there are opportunities for teaching English language. For instance, first, English is an innovative language, so we can study to learn new words, new terms; second, Students can learn both vocabulary and meanings of words; third, Study English online with professionals in covid pandemic time and fourth, Study English by writing English every week.
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Petchauer, Emery. "“Oh boy, I ain’t playin’ no games!”: making sense with youth in the aural imaginary." English Teaching: Practice & Critique 19, no. 3 (May 15, 2020): 365–79. http://dx.doi.org/10.1108/etpc-08-2019-0103.
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Purpose This paper aims to explore how sounds and attunements to particular organizations of sound collide across an English language community learning space. The activities in the paper come from a six-week summer initiative that connected middle school youth with community artists for writing songs and rap lyrics, making beats and hip-hop DJing. Design/methodology/approach This paper draws from the interdisciplinary field of sound studies and, specifically, the concept of aural imaginary to explore the collisions alive and in-motion across the learning space. The paper uses qualitative and ethnographic approaches to explore the research questions. Findings The findings focus on how youth hear certain sounds and organizations of sound in music as “old” and “new,” and how these shifting listening entangle talk, claims and interactions in the learning space. The findings also trace the ways that youth use sound as an active, aural resource to make competing distinctions between rapping, singing and talking. Originality/value This paper reasserts the role of sound in multiliteracies, hip-hop and English education work, keying into the ways it collides with other aspect of the learning space. The paper raises questions about what educators might attune themselves to by considering English education as already taking place in a youth aural imaginary.
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Jenkins, Elwyn. "NAMIBIAN CHILDREN’S AND YOUTH LITERATURE WRITTEN IN ENGLISH." Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 75–92. http://dx.doi.org/10.25159/0027-2639/1652.
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This article examines 15 works of fiction written in English for children and young adults which have a Namibian setting. The earliest was published in the 1920s and the latest in 1998. The books are examined in order to ascertain what the Namibian setting has contributed: whether the authors have engaged with the history of the country; what they make of the setting; and whether there are any particular plots and themes that emerge.A notable trend in the English-language books published after the 1960s is that they focus on the personal growth of the protagonists. Rather than serving as a background for adventure, as the earlier books did, the Namibian settings and social circumstances serve as catalysts for psychological drama, while the landscapes with their flora and fauna play out as objective correlatives to the characters’ interior struggles. In keeping with this subject matter, the writing is usually sensitive and lyrical.
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Schey, Ryan. "Youths’ Literacy Disidentifications in a Secondary Classroom: Contesting Transphobia through Humor in Role-Playing." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–42. http://dx.doi.org/10.1177/016146812012200712.
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Background Recent decades have seen an increased number of literacy education researchers attending to LGBTQ people and texts in secondary schools, frequently documenting tensions that emerge, such as conflict. However, this research tends to be limited in scope with respect to time, texts, and identities. Moreover, it shows that students tend to face challenges and constraints when attempting to challenge homophobia and transphobia. Focus of Study In this study, I sought to extend previous scholarship by exploring how students used reading and writing to work within, on, and against normative values and practices in a secondary classroom as they enacted queer activism, efforts I conceptualize as literacy disidentifications. Setting This study took place at a public urban comprehensive high school that I call Harrison High School, which was in a midsized Midwestern U.S. city. In this manuscript, I focus on one course, a sophomore humanities class that combined English language arts and social studies. Research Design I conducted a yearlong literacy ethnography at Harrison, acting as a participant observer throughout the high school but focusing on literacy learning contexts, including English language arts classrooms and a GSA (Genders and Sexualities Alliance) club. Data Collection and Analysis During my participant observation experiences, I constructed field notes. In addition, I made audio and video recordings of classroom lessons, collected documents, and conducted interviews with teachers, students, and administrators. I analyzed these data through an inductive and comparative grounded theory approach. Findings Drawing on sociocultural perspectives of literacy and language along with queer theories, I conceptualize literacy disidentifications and explore this heuristic through the actions of Imani, a queer youth of color who encountered a schooling context where her activism was frequently shut down. To legitimize and sustain her queer activism, she blended humor with other literacy practices, such as role-playing and signification, which resulted in critiquing, yet not necessarily transforming, transphobia. Conclusions These findings suggest that educators working to cultivate queer-affirming schools can: sanction conflict and teach youth how to navigate conflict in compassionate and humanizing ways; recognize, rather than squelch, youths’ queer activism; teach LGBTQ-inclusive curricula, especially curricular texts that foreground the lives and perspectives of trans people; and broaden the range of youth literacy practices valued in classroom lessons.
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Hafner, Andrew Habana. "Sampling an Inner DJ with Hip Hop Hopes: (Re)Writing Immigrant Identities for English Language Learners in Classroom Third Spaces." Radical Teacher 97 (October 28, 2013): 36–49. http://dx.doi.org/10.5195/rt.2013.49.
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This study explores theoretical and pedagogical implications of hip hop culture in (re)negotiating identity for immigrant English Language Learners (ELLs) in secondary writing classrooms. Analysis focuses on how spoken and written language and discourse shape the production of third spaces in ways that (re)negotiate immigrant student identity in the ELL writing classroom. The theoretical framework draws on constructs of social space to reconsider the production of third space in an intermediate ELL writing classroom designed around developing academic and critical literacy grounded in the lived experiences of oppression of immigrant youth. Methods of ethnography and critical discourse analysis of critical spatial events and classroom texts center on a focal immigration unit in which students compose and share immigration narratives. Findings from ethnographic case study of one immigrant Latino male who aspires to become a hip hop DJ illustrate how hip hop discourses frame the chronotope of immigration and represent a classroom third space that promotes academic and critical literacy. This study draws implications for hip hop culture as valuable to curriculum and instruction rooted in the lived spaces of immigrant youth experience and for critical reflective practice for educators.
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Woodard, Rebecca, Andrea Vaughan, and Rick Coppola. "Writing Beyond “the Four Corners”: Adolescent Girls Writing By, In, From, and For Bodies in School." Journal of Literacy Research 52, no. 1 (January 12, 2020): 6–31. http://dx.doi.org/10.1177/1086296x19896496.
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There is growing interest in foregrounding bodies in literacy research and pedagogy. Drawing across multiple conceptualizations of bodies as tools, mediums, and social texts, this qualitative case study examines the multifaceted nature of embodiment in two adolescent girls’ school writing. Situated in a research-practice partnership that included researchers, the teacher, adolescent youth, and their parents, this analysis explores the ways writing acted with/on bodies throughout a poetry-writing unit in an urban middle school English language arts classroom. Data collected over 11 weeks included student and teacher interviews, observations and field notes, and artifacts. Through inductive coding processes, coupled with member-check interviews with participants and their parents, four themes were identified: (a) embodied knowing as inspiration for writing, (b) bodies as a mode of multimodal representation, (c) writing as a way to counternarrate against/with other bodies, and (d) bodies responding to writing.
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Sitoresmi, Ulupi, and Sumardiono Sumardiono. "OPTIMALISASI KETERAMPILAN BERBAHASA INGGRIS MELALUI PEMANFAATAN SOFTWARE PEMBELAJARAN BAHASA BAGI ANGGOTA KARANG TARUNA RT 01 RW 27 KADIPIRO SURAKARTA." Adi Widya : Jurnal Pengabdian Masyarakat 4, no. 1a (July 13, 2020): 146. http://dx.doi.org/10.33061/awpm.v4i1a.3521.
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This community service was conducted for Karang Taruna, a youth organnization, at Perum Graha Kencana RT 01 RW 27 Kadipiro Surakarta. The focus was a training of using Rosetta Stone and Google Translation to improve English skills. The materials were delivered using three phases namely presentation, practise, and production. The training was beneficial for the participants specifically to improve their listening, speaking, reading, and writing skills as well as translation. Having adequate understanding of using Rosetta Stone and Google Translation, the participants were able to develop their English especially when completing school assignments.Keywords: Rosetta Stone, Google Translation
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Tiwari, Sapna. "Religious and Cultural Differences and Youth of India in The Novels of Chetan Bhagat." SMART MOVES JOURNAL IJELLH 1, no. 1 (June 17, 2013): 5. http://dx.doi.org/10.24113/ijellh.v1i1.2.
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“Chetan Bhagat” is the writer of five bestselling novels in Indian writing in English. He is the writer of young generation and he has raised problems of youth through his novels.This paper attempts the differences of the various cultures and different religion existing in India being portrayed in his novels. The research shows the actual picture of the society where vividness and then unity has come up in a shape.
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Editorial Board. "This issue is dedicated to Luigi Balsamo." JLIS.it 14, no. 1 (December 19, 2022): I—II. http://dx.doi.org/10.36253/jlis.it-520.
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Luigi Balsamo was a librarian, a bibliographical superintendent, an AIB member, a professor of Bibliography, the editor of "La Bibliofilia", and an important international personality, especially in the Anglo-Saxon and Iberian area, author of numerous writings on public libraries and the history of books, including 'La bibliografia. Storia di una tradizione' (translated both in English and in Spanish). Less well known is his interest in poetry, which he cultivated from his youth. The liryc 'Autumn' is part of an unpublished collection, entirely private and hitherto jealously guarded within the family circle.
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Fisch, Jörg. "A Solitary Vindicator of the Hindus: The Life and Writings of General Charles Stuart (1757/58–1828)." Journal of the Royal Asiatic Society of Great Britain & Ireland 117, no. 1 (January 1985): 35–57. http://dx.doi.org/10.1017/s0035869x00154930.
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“What then was to be looked for in a remote and extensive empire, administered in all its parts by men, who came out boys, without the plenitude of instruction of English youth in learning, morals, or religion; and who were let loose on their arrival amidst native licentiousness, and educated amidst conflicting superstitions?”This complaint was made in 1805 by Claudius Buchanan, in the first influential evangelical tract on India. It was directed against the way of life of the servants of the East India Company in the second half of the 18th century. If certain assumptions are altered, Buchanan's complaint could be changed into praise: these men were not completely indoctrinated by narrow European, English and Christian values, but arrived with a remarkable openness towards what they found in the East, ready to accept different values and customs and to adopt a new style of life. What they were lacking was not so much education as indoctrination.
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Acharya, Sharda, and Seemita Mohanty. "Facebook as a Platform for Using English Language Skills among the Indian Youth." Journal of NELTA 18, no. 1-2 (May 2, 2014): 1–17. http://dx.doi.org/10.3126/nelta.v18i1-2.10326.
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Today Facebook undoubtedly is one of the preferred Social Networking Site (SNS) platforms used by millions of people worldwide. Facebook users often use its unique creative applications and in the process also make use of smart abbreviations and ingenious expressions for everyday interactions. It is quite apparent that in such type of electronic communication and user-oriented media it is imperative to understand casual written English, which often does not conform to the rules of spelling, grammar and punctuation. It is generally being observed that repeated Facebook usage has the potential of providing the user new expressions of language through its various available features. Within the framework of such observations, this paper discusses the impact of Facebook on English language use of the youth in India. The study employed a survey design among young professionals, home-makers and graduate students, to fulfil the objectives. The results revealed a few surprising particulars. The key findings show that: i. as perceived by the youngsters themselves, by ‘facebooking’ there is mark deterioration in their English writing skills, ii. not many changes are seen in their day-to-day English language use despite their remaining abreast of the latest colloquial and casual English, and iii. Facebook is used by young people mainly for recreation purpose and any improvement that is seen in their English language skills is purely incidental. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10326 Journal of NELTA, Vol 18 No. 1-2, December 2013; 1-17
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Black, Rebecca W. "Online Fan Fiction, Global Identities, and Imagination." Research in the Teaching of English 43, no. 4 (May 1, 2009): 397–425. http://dx.doi.org/10.58680/rte20097072.
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Based on longitudinal data from a three-year ethnographic study, this article uses discourse analytic methods to explore the literacy and social practices of three adolescent English language learners writing in an online fan fiction community. Findings suggest that through their participation in online fan-related activities, these three youth are using language and other representational resources to enact cosmopolitan identities, make transnational social connections, and experiment with new genres and formats for composing.
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Engliana, Engliana, and Zumrotul Muniroh. "PENULISAN SURAT LAMARAN, RIWAYAT HIDUP, DAN SURAT ELEKTRONIK UNTUK PEMUDA/-I KARANG TARUNA." Jurnal Pengabdian Bina Mandiri 1, no. 1 (August 13, 2021): 53–60. http://dx.doi.org/10.51805/jpmm.v1i1.10.
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This activity was carried out for youth organizations in the RT 007 RW 005 Tanjung Barat, Jagakarsa, South Jakarta. The purpose of holding this community service activity is to understand the community, especially youth organizations, in this case for those who are ready to enter the job market who demand to be able to make job application letters and curriculum vitae. The team employed the socialization method through the coaching technique for concept immersion. Direct and practical steps of writing were presented. The participants were able to write acceptable application letters and curriculum vitae emailed to the team. English is considered to be a compulsory foreign language that must be mastered to the ability of every resource to compete in the world of work; however, this language ability is still considered difficult for the wider community and becomes a burdensome condition even when they start making job application letters and tell their life history by using English.
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Parangu, Kaukabilla Alya, and Sulistyowati Sulistyowati. "Instagram as Media to Enhance Students Writing Skill Creativity in State Islamic Institute of Ponorogo." Aphorisme: Journal of Arabic Language, Literature, and Education 1, no. 2 (July 22, 2020): 105–20. http://dx.doi.org/10.37680/aphorisme.v1i2.451.
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Utilizing Instagram as media in teaching English is a new phenomenon in Education. Naturally, Instagram is a social media that usually used for sharing pictures and videos which is mostly used by the youths. However, it is such a good chance to use something the students are excited about for educational purpose. This research aims to identify whether: 1) Instagram can improve the students’ writing skill; (2) there is an interaction between teaching media and students’ creativity in teaching writing. This research is classified as quasi-experimental study and the subjects of the research were 36 students of Shariah Economics in Economics Faculty in State Islamic Institute of Ponorogo. The data obtained during the research are in qualitative and quantitative forms. The data were acquired by using two instruments; questionnaire and writing test. Questionnaire was used to categorize both students having high or low creativity, and writing test was used to measure their writing skill. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA and Tukey test. Before conducting the ANOVA, pre-requisite tests such as normality and homogeneity test were conducted. This study finds that: (1) Instagram media is more effective than Powerpoint media to teach writing; (2) There is an interaction between teaching media and students’ creativity in teaching writing. The result of this study implies that Instagram media is an effective media in teaching writing to the second semester students.
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ZHOU, Weidong. "Cultural Variation and Cultural Creation in Chinese Biographical Writing and Carnegie’s Work." Cultura 18, no. 1 (January 1, 2021): 81–94. http://dx.doi.org/10.3726/cul012021.0006.
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Abstract: In "Cultural Variation and Cultural Creation in Chinese Biographical Writing and Carnegie’s Work" Weidong Zhou discusses the impact on Chinese biographical writing via biographies written in Chinese and translated from English about Andrew Carnegie’s life and work. The interpretation of Carnegie’s philanthropy includes Chinese traditional cultural concepts such as "righteousness," "cause and effect," and "self-cultivation" which constitute the unique understanding of "philanthropy" in modern Chinese literature. From a "moral model" to "successful person" the overall images following Carnegie can reflect the processes of acceptance of Western "individualism." Zhu argues that Carnegie’s example was shaped as a "Youth Idol" in the May Fourth Movement from which the unique route of modernization in Chinese literature and culture can be traced.
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Lammers, Jayne C., and Valerie L. Marsh. "“A Writer More Than . . . a Child”: A Longitudinal Study Examining Adolescent Writer Identity." Written Communication 35, no. 1 (December 15, 2017): 89–114. http://dx.doi.org/10.1177/0741088317735835.
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This article reconsiders theoretical claims of identity fluidity, stability, and agency through a longitudinal case study investigating one adolescent’s writing over time and across spaces. Qualitative data spanning her four years of high school were collected and analyzed using a grounded theory approach with literacy-and-identity theory providing sensitizing concepts. Findings uncovered how she laminated identity positions of perfectionism, expertise, risk taking, and learning as she enacted her passionate writer identity in personal creative writing, English classrooms, an online fanfiction community, and theater contexts. Using “identity cube” as a theoretical construct, the authors examine enduring elements of a writer’s identity and the contextual positioning that occurs when youth write for different audiences and purposes. Findings suggest that adolescents approach writing with a durable core identity while flexibly laminating multiple sides of their identity cube, a reframing of identity that has implications for literacy-and-identity research.
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Marav, Daariimaa. "Mongolian Pre-Service English Teachers’ Voices about Their Teaching Practicum Experiences." Education Sciences 12, no. 5 (May 12, 2022): 339. http://dx.doi.org/10.3390/educsci12050339.
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Despite the growing uptake of the English language by Mongolian youth and policy initiatives at the governmental level that have emphasized English education, there is very limited internationally available discussion and research on English language teacher education in Mongolia. Thus, the paper aims to examine teaching practicum experiences of pre-service English teachers in Mongolian secondary school settings and explore what challenges they face. Eleven pre-service English teachers, who completed their 12-week teaching practicum in secondary schools in Ulaanbaatar, participated in this study by writing personal narratives on their teaching practicum experiences. The findings indicate that the participants struggled in their teaching contexts due to the lack of mentoring by public school mentor teachers, insufficient university-school partnerships, and classroom-level constraints caused by the mismatch between what they had learned at university and the realities faced in school classrooms. It is recommended to develop a comprehensive teacher development program to improve the quality of both in-service and pre-service English teachers, and to reduce educational inequality associated with access to quality English language education. Furthermore, incorporating social justice education into English teacher preparation programs is important to help future teachers become more critical, reflexive, and transformative.
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Sheshukova, Svetlana, Svetlana Lapitskaja, and Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages." SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
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Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
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Mohd Ali, Suraini, Hazleena Baharun, Hazlina Abdullah, Dini Farhana Baharudin, Mohd Zaliridzal Zakaria, Habibah Ismail, Noor Saazai Mat Saad, and Fariza Puteh Behak. "Empowering Muslim Rohingya Youth Refugees: A Baseline Study of Literacy." ‘Abqari Journal 22, no. 1 (April 25, 2020): 26–34. http://dx.doi.org/10.33102/abqari.vol22no1.277.
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In adult refugees’ context, functional literacy is the biggest barrier for the refugees to socially navigate in the host community. Functional literacy is ‘the level of skill in listening, speaking, reading and writing that any individual needs in order to cope with adult life.’ Without functional literacy abilities in the language/s of the host country and uncertainties in the journey to resettlement, the refugees tend to become very vulnerable and traumatized. Thus, social navigation for survival becomes an issue not only because they have language barriers but also internal conflicts on the terrains of the imagined (the hopes) and the unexpected (the difficulties) they encounter in the host country. Employing both qualitative and quantitative data collection tools, this study explored the current English language literacy ability of the Rohingya youth refugees and related challenges. Findings revealed that despite the keen interests the participants have in acquiring English language proficiency, the different alphabetical systems pose problems for them. Despite the challenges in language, the participants exhibited strong sense of brotherhood with other fellow refugees and willingness to extend assistance. Religion developed the powerful bond. Based on the empirical data gathered, a Functional Literacy Course was developed to address language issues embedded with Leadership as well as Islamic Psycho-spiritual elements.
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Brownell, Cassie J. "Writing as a Minecrafter: Exploring how Children Blur Worlds of Play in the Elementary English Language Arts Classroom." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (March 2021): 1–19. http://dx.doi.org/10.1177/016146812112300306.
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Background/Context Educators have considered how Minecraft supports language and literacy practices in the game and in the spaces and circumstances immediately surrounding gameplay. However, it is still necessary to develop additional conceptualizations of how children and youth's online and offline worlds and experiences are blurred by and through the games. In this study, I take up this call and examine how the boundaries of the digital were blurred by one child as he wrote in response to a standardized writing prompt within his urban fourth-grade classroom. Purpose/Objective/Research Question/Focus of Study Through snapshots of Jairo's writing, I illuminate how he muddled the lines between his physical play experiences and those he had in the virtual world of Minecraft. In doing so, I argue that he carried over his personal interest as a fan of Minecraft into the writing curriculum through creative language play. As Jairo “borrowed” his physical play experiences in the virtual world of Minecraft to complete an assigned writing task, he exemplified how children blur playworlds of physical and digital play in the elementary ELA classroom. Research Design Drawing on data generated in an 18-week case study, I examine how one child, Jairo, playfully incorporated his lived experiences in the virtual world of Minecraft into mandated writing tasks. Conclusions/Recommendations My examination of his writing is meant to challenge writing scholars, scholars of play, and those engaged in rethinking media's relation to literacy. I encourage a rethinking of what it means for adults to maintain clear lines of what is digital play and what is not. I suggest adults might have too heavy a hand in bringing play into classrooms. Children already have experiences with play—both physical and digital. We must cultivate a space for children to build on what was previously familiar to them by offering scaffolds to bridge these experiences between what we, as adults, understand as binaries. Children do not necessarily see distinctions between “reality” and play worlds, or between digital and physical play. For children, play worlds and digital worlds are perhaps simply worlds; it is we as adults who harbor a desire for clear boundaries.
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Kinloch, Valerie. "“To Not be a Traitor of Black English”: Youth Perceptions of Language Rights in an Urban Context." Teachers College Record: The Voice of Scholarship in Education 112, no. 1 (January 2010): 103–41. http://dx.doi.org/10.1177/016146811011200101.
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Background/Context Although progress has been made since members of the Conference on College Composition and Communication passed the Students’ Right to Their Own Language resolution (1974), there still remains a demand to examine youth perceptions of language. Such examinations can help teachers and researchers improve curricular choices, honor the lived experiences of students in classrooms, and address a systemic problem within a larger sociopolitical context: the continued failure of American public schooling to adequately educate Black students and other students of color. Purpose/Objective/Research Questions/Focus of Study The primary purpose of this article is to detail how youth perceive language rights in their academic and community lives, particularly in relation to what they name “Black English” and “Academic English.” To understand youth language perceptions, this article is guided by the following inquiry: Given the historically dichotomous relationship between Black English and Academic English, how do youth perceive language in their struggle to acquire academic success? Setting Data for this ethnographic project, which derive from a larger ongoing multiyear study on youth representations of community and literacy, were collected from two African American teenage males who reside in or near New York City's Harlem community and who graduated from the Harlem High School of New York City and currently attend local colleges in the area. Research Design The article uses a case study design to examine youth perceptions of language in their struggle to acquire academic success. Data for this study were collected from the following sources: researcher field notes, classroom observations, audio- and videotaped “rap” sessions, formal and informal interview meetings, participants’ written responses to and verbal conversations on a series of 10 questions that we collaboratively designed over a 3-month period, and data member checking sessions. Conclusions/Recommendations The findings presented in this article highlight the potential for additional research on youth perceptions of language in relation to success and survival. Given current debates in educational research on student achievement, multiple perspectives, and the intersections of students’ lived experiences with pedagogical practices and teacher training, teachers and researchers should continue to identify the ways in which student voices, writings, and experiences are oftentimes excluded from schools. Students’ Right to Their Own Language is an important policy statement that questions U.S. mono-lingualism in multicultural, multilingual contexts. “It's who we are. It's like telling me I gotta take off my culture and identity when I leave my hood and go to a place that don't care about me. Like schools. How can I leave me and my Black English home? I'm nobody's traitor.” —Phillip, youth participant 2007 “We affirm the students’ right to their own patterns and varieties of language—the dialects of their nurture or whatever dialects in which they find their own identity and style. Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans. A nation proud of its diverse heritage and its cultural and racial variety will preserve its heritage of dialects. We affirm strongly that teachers must have the experiences and training that will enable them to respect diversity and uphold the right of students to their own language.” —Passed by the Conference on College Composition and Communication, Fall 19741
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Beykont, Zeynep F. "‘Why didn’t they teach us any of this before?’." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 156–69. http://dx.doi.org/10.1075/aral.35.2.02bey.
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This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
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Everett, Sakeena. "“Untold Stories”: Cultivating Consequential Writing with a Black Male Student through a Critical Approach to Metaphor." Research in the Teaching of English 53, no. 1 (August 15, 2018): 34–57. http://dx.doi.org/10.58680/rte201829754.
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Several writing studies have affirmed the literacies of young Black men in schooling contexts in humanizing ways, which has importantly moved us beyond rationalizing their literacy practices in educational spaces. Less of this important research has directly focused on young Blackmen who are deemed academically high-achieving in traditional English language arts (ELA)classrooms. Thus, academically high-achieving young Black men are often silent in literacy education and research; they have “untold stories,” as described by Shawn, the focal student inthis critical ethnographic case study. In an effort to provide literacy supports for these students and their ELA educators, I developed a consequential literacy pedagogy. In this article, I focuson consequential writing—one product of the consequential literacy pedagogy. Consequential writing concurrently develops academic and critical literacies. This layered literacy approach is intentionally developed by, for, and with historically marginalized communities to equip them to act against inequity within and beyond academic spaces through the learning, teaching, and sharing of writing. The current study cultivated consequential writing with a Black male student through a critical approach to metaphor. Metaphor is ideal for developing consequential writing due to its ability to simultaneously engage critical, creative, and cognitive literacies. In this paper,I address the following research question: How did an academically high-achieving Black male secondary student utilize the generative power of metaphor to cultivate consequential writing?Next, I illuminate the transferability of this work to support ELA educators in cultivating consequential writing with students beyond this study. Finally, I discuss some unintended consequences of consequential writing for Black youth in academic spaces that do not honor their lives or minds.
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Rafael, Vicente L. "Telling Times." positions: asia critique 29, no. 1 (February 1, 2021): 121–39. http://dx.doi.org/10.1215/10679847-8722810.
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Nick Joaquin (1917–2004) is often regarded as the greatest Filipino writer in English, yet he remains largely unknown outside his country. He published widely in all genres and was awarded the National Artist Award, yet he dropped out of high school and spent much of his youth holed up in libraries and walking Manila’s streets. He wrote some of his most powerful stories between the end of US colonial rule and the beginning of the postcolonial era, at a time when the very craft of storytelling was itself endangered. And he did so in another language, American English, which required setting aside his mother tongue, Tagalog, and an inherited tongue, Spanish. This article explores some of these contradictions, looking at the relationship between language and literature exemplified in Joaquin’s writings and situating him as a storyteller in the wake of Manila’s utter destruction by colonial wars and the uneven recovery from postcolonial strife. This article also asks how Joaquin sought to rescue not just the memory of the city but also the very faculty of remembering itself as well as the remembering self.
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Puspitasari, Indah. "DEVELOPING ENGLISH FOR TOURISM MATERIALS TROUGH STAKEHOLDERS� NEEDS ANALYSIS." English Review: Journal of English Education 7, no. 1 (December 1, 2018): 147. http://dx.doi.org/10.25134/erjee.v7i1.1534.
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Banyumas currently grows well in various aspects especially in tourism. Tourism plays an important role in this regency because it becomes one of the mainstays of Banyumas revenue sector. A phenomenon occurs today is the number of hotels in Banyumas arises every year. It is very important to prepare human resources; especially those who have good skills in tourism and English. This paper aims at explaining the stakeholders� overview of skills needed, topic needed, and difficulties encountered. The stakeholders here are tour agencies, hotels, and Youth, Sports, Culture and Tourism Office of Banyumas Regency. This is a qualitative research method which has several research steps. First, library study is a method of collecting data and it is also used to compile research instruments. The second step is to share the questionnaires to the sampling and the last is analysing the results. The results of this study showed that; 1) the required skills are speaking (100%), listening (75%), writing (25%), and reading (25%), 2) 80% of the topics offered in the questionnaire are required by all stakeholders. The topics are about hotels and tourism materials, and 3) difficulties encountered in active cooperating with tourism industry, less practice in explaining tourism city map, and listening different accents such as English speakers from China, Japan, and India. In conclusion, these findings regarding the skills and topics needed can be used to develop English for Tourism materials.Keywords: English for tourism; English for specific purposes; needs analysis; developing materials; tourism; Banyumas.
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Zenkov, Kristien, Anthony Pellegrino, Corey Sell, Marriam Ewaida, Athene Bell, Megan Fell, Sam Biernesser, and Megan McCamis. "Picturing Kids and “Kids” as Researchers: Preservice Teachers and Effective Writing Instruction for Diverse Youth and English Language Learners." New Educator 10, no. 4 (October 2, 2014): 306–30. http://dx.doi.org/10.1080/1547688x.2014.965107.
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Montasser, Reham Ahmad, and Abeer Sultan Althaqafi. "Saudi Students’ Perception of ESP Courses in the Preparatory Year." Journal of Education and Learning 12, no. 5 (July 20, 2023): 166. http://dx.doi.org/10.5539/jel.v12n5p166.
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Globalisation has made English a dominant language both in education and in manpower recruitment worldwide. Due to globalisation and Vision 2030 in Saudi Arabia which enhanced the involvement of Saudi youth in the work force, the study of English language, especially English for Specific Purposes (ESP), has become increasingly important in the Saudi context. Therefore, this research study aims to investigate the importance of learning ESP by highlighting students’ perceptions of the ESP courses delivered in the preparatory year in a Saudi university. To achieve this, a quantitative method was employed to collect data. The study briefly explores the impact of students’ perceptions of the subject matter on their performance. It focusses on students’ perception of the impact of learning the different components of ESP, i.e., reading, writing, listening and speaking, on their current studies and future career. A study sample of 70 participants responded to the Dundee Ready Educational Environment Measure (DREEM) questionnaire. The results revealed that the students indicated that ESP was important for, not only their current studies, but also for their future careers. Another significant outcome of the research was that the students believed that competence in ESP can help them to understand specialised textbooks.
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Badr, Amal. "The Impact of Digital Communication in Social Media on Linguistic Transformation in Egyptian Youths: A Study on the Impact of Gender on the Facebook Language." Dirasat: Human and Social Sciences 49, no. 5 (December 28, 2022): 87–101. http://dx.doi.org/10.35516/hum.v49i5.3456.
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This study aims at analyzing the relationship between gender and response patterns of the transformation in the social media platforms of the ideas, thoughts and information inside the youth groups on Facebook. This research is classified within the framework of descriptive research and depends on the survey and the comparative approaches as auxiliary methods. It uses a content analysis tool. The research sample is divided into two youth groups, whose content is analyzed on Facebook: the “Weird Life” group, distinguished by its diversity, and the group of "good bullies" from October to December 2020. Among the most important results at the level of common linguistic features between males and females, the research revealed that the language of young people on communication sites represents a mixture between verbal expression and visual expression tools. It also found out that young men of both sexes tend to employ vocabulary that is Arabized about the English language in many of their posts on social media, Some of them also use Latin letters and numbers in writing Arabic vocabulary. Moreover, young people in blogging and commenting tend to use vulgar vocabulary that does not take into account common values or traditions. As for the language used by young females, it is characterized by a tendency to use linguistic texts that are not accompanied by pictures or videos. Their language tends to employ the "Arabizi" method in writing Arabic vocabulary with Latin letters or numbers.
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Fields, Susan S., and Katherine K. Frankel. "A Case Study of One Youth’s Stance toward the Discourse of Literary Analysis in a Secondary English Classroom." Research in the Teaching of English 55, no. 4 (May 15, 2021): 393–415. http://dx.doi.org/10.58680/rte202131258.
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The discourse of literary analysis is dynamic and ideological, shifting as writers navigate conventions and practices to meet their rhetorical purposes in particular contexts. While scholars have engaged ideological analyses of students learning to write literary analysis essays in university contexts, few studies have documented student writers’ experiences of disciplinary enculturation in secondary English language arts classrooms. In this case study, we address this absence by using the concept of stance to examine how the identity of one student—Katarina—informed her interactions with the discourse of literary analysis as it was understood and instantiated by her teacher. In our analysis of essay drafts, field notes, artifacts, and interview transcripts, we found that the convergence of Katarina’s identity as a creative and emotional person and writer with the possibilities for selfhood afforded to her in this context contributed to her stance toward the discourse. We examine points of tension across two of Katarina’s essays that illuminate her ideological struggles as she navigated the discourse of her classroom. Our findings point to the utility of stance as a conceptual tool for researchers and educators to take a critical perspective on students’ writing processes in the context of the ideologically laden, authoritative demands of secondary classrooms.