Swedish language courses for immigrants: Integration or discrimination?

2005 ◽  
pp. 119-136
Author(s):  
Marie Carlson
Keyword(s):  
Language Courses

scholarly journals Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 326
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Nursing Students ◽  
Foreign Language ◽  
Language Learning ◽  
Social Cognitive ◽  
Research Question ◽  
Foreign Language Learning ◽  
Nursing Curriculum ◽  
College Leaders ◽  
Language Courses ◽  
Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

Education as Healing: How Urban Aboriginal Men Described Post-Secondary Schooling as Decolonising

2005 ◽  
Vol 34 ◽  
pp. 123-131 ◽  
Author(s):  
Jean-Paul Restoule
Keyword(s):  
Identity Development ◽  
Cultural Identity ◽  
School Experiences ◽  
Cultural Knowledge ◽  
Secondary Schooling ◽  
Course Content ◽  
Post Secondary ◽  
Aboriginal Students ◽  
Language Courses ◽  
Cultural Identity Development

AbstractThis paper relates findings from learning circles held in Toronto, Ontario, Canada, with urban Aboriginal men. The purpose of the circles was to determine how an Aboriginal cultural identity is formed in urban spaces. Education settings were mentioned by the research participants as a significant contribution to their cultural identity development. Participants described elementary and secondary school experiences as lacking in Aboriginal inclusion at best or as racist. In contrast to these earlier experiences, participants described their post-secondary education as enabling them to work on healing or decolonising themselves. Specific strategies for universities to contribute to individual decolonising journeys are mentioned. A university that contributes to decolonising and healing must provide space for Aboriginal students where they feel culturally safe. The students must have access to cultural knowledge and its keepers, such as elders. Their teachers must offer Indigenous course content and demonstrate respect and love for their students. Courses must be seen to be relevant to Indigenous people in their decolonising process and use teaching styles that include humour and engender a spirit of community in the classroom. In particular, Indigenous language courses are important to Aboriginal students.

scholarly journals The System Analysis in Language Teaching and Learning for Technical Students in Russia

2015 ◽  
Vol 10 (5) ◽  
pp. 22 ◽  
Author(s):  
Tatiana Sidorenko ◽  
Vladimir Yampolsky
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
System Analysis ◽  
Foreign Languages ◽  
Special Focus ◽  
Engineering Programs ◽  
Technical Students ◽  
Language Courses ◽  
University Level ◽  
Personal Skills

Integration of the Russian system of engineering education into the global educational domain compelled Russian universities to enhance the importance of humanities in engineering programs with a special focus on foreign languages. However, it must be admitted that the system of language training in Russia at a university level comes up against serious problems of historical, economic or political backgrounds, for which reason there are processes in the system that hamper a solution of the tasks set before the university and the society. The solution requires strong and decisive initiatives capable to improve the situation with the language proficiency among the graduators. Therefore, there is a rapid need in essentially new approaches to teaching foreign languages attain the desired outcomes for engineers, which reflect not only subject-oriented knowledge but also personal skills and the ability to effectively communicate with an opponent or a partner. The need to identify barriers towards high-quality language courses at a university level motivated the authors to carry out a special research based on the methods that are typical to system analysis.

ELF as multilingual “edulect” in a bilingual university

2018 ◽  
Vol 7 (1) ◽  
pp. 113-129 ◽  
Author(s):  
Iris Schaller-Schwaner
Keyword(s):  
Medium Study ◽  
Lingua Franca ◽  
European Universities ◽  
Medium Education ◽  
Academic Settings ◽  
Language Courses ◽  
Marked Case ◽  
The Many ◽  
University Settings

AbstractThe role of English at European universities outside English-speaking countries has recently been so dynamic and complex as to merit elaborate acronyms and frameworks of comparison to capture the actual diversity involved in each case of using English, for example in what Dafouz and Smit (Dafouz, Emma and Ute Smit. 2014. Towards a dynamic conceptual framework for English-medium education in multilingual university settings.Applied Linguistics37[3]: 397–415) subsume under English-medium education in the international university. This contribution, however, looks at ELFFRA, English as a lingua franca in academic settings at the bi- and multilingual University of Fribourg, Switzerland. When English first became officially acknowledged as an additional academic language in 2005, being preceded by a period of “unruly” emergence, it was often the marked case, even in and for its local disciplinary speech events. Its current use at UFR as the default in some English-medium study programmes is by no means uniform or monolingual either. Meanwhile in the promotion of bilingualism in French and German, English is mostly “included” – reminiscent of the semiotics of the 2005 nonce coinage of “bi(tri)lingualism.” This contribution will revisit ideas about the “edulect” role of ELFFRA (Schaller-Schwaner, Iris. 2017.The many faces of English at Switzerland’s Bilingual University: English as an academic lingua franca at the institutionally bilingual University of Freiburg/Fribourg – a contextual analysis of its agentive use. Vienna: University of Vienna doctoral thesis) but look for it in unusual and under-researched places where it is indeed “included” viz. in beginners’ university language courses teaching the local languages French and German. First explorations will be shared and discussed with a view to what this might mean for ELF(A) and edulect.

scholarly journals The Role of Learning Resource Centers at the Northern Border University in Increasing the Academic Achievement in English Language Courses

2018 ◽  
Vol 8 (4) ◽  
pp. 139
Author(s):  
Yaser Mohammad Al Sawy
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
English Language ◽  
Strategic Resources ◽  
Northern Border ◽  
Language Courses ◽  
Language Students ◽  
Faculty Of Education ◽  
Constitutive Factor ◽  
The University

The study aims at understanding the relationship between the use of IT applications in the Learning Resources Centers (henceforth, LRCs) at the university and increasing the academic achievement of the English language students at the Faculty of Education and Literature at the Northern Border University? The researcher relied on the research methodology of the field study, which allowed him to collect the views of a random sample of the English language learners at the university to measure and analyze the effectiveness of the use of IT within the LRCs. The study showed that the IT within the LRCs is one of the most important strategic resources at the level of educational institutions and the main factor in the development of its sectors. There is an interest from the Northern Border University on upgrading and supporting the IT infrastructure, especially in education for it is the basis for community development. A high proportion of English Language students at the university are keen on using and applying many of the technological learning media within the LRCs as a constitutive factor in understanding mental processes such as visualization, thinking, learning and creativity which is the first step towards knowledge and innovation.

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