Immersion education: applicability for nonvernacular teaching to vernacular speakers

1981 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Merrill Swain
Keyword(s):  
First Language ◽  
Minority Language ◽  
Second Languages ◽  
Background Structure ◽  
Language Groups ◽  
Immersion Education ◽  
Immersion Programs

The characteristics of “immersion” education as it is practised in Canadian contexts are described in this paper. Immersion programs are outlined in terms of their background, structure, methodology, and outcomes. It is suggested that to achieve the outcomes of immersion education found for majority language groups, some minority language groups may require a program in which initial education is in the first language, and which continues in both the first and second languages.

The speakers of minority languages are more multilingual

2021 ◽  
pp. 136700692110231
Author(s):  
Nina Dobrushina ◽  
George Moroz
Keyword(s):  
Empirical Data ◽  
Design Methodology ◽  
Language Evolution ◽  
First Language ◽  
Large Body ◽  
Mixed Effects ◽  
Minority Languages ◽  
Language Community ◽  
Second Languages ◽  
Research Questions

Aims and objectives/purpose/research questions: The paper tests the hypothesis that the larger the population of language speakers, the smaller the number of second languages mastered by these speakers. Design/methodology/approach: We match the size of the population of 29 Dagestanian languages and the number of second languages spoken by the speakers of these languages from 54 villages, and run a Poisson mixed effects regression model that predicts the average number of second languages spoken by speakers from first-language communities of different size. Data and analysis: Data for this study comes from two sources. The information on the population of Dagestanian languages is based on the digitalized census of 1926. The information on the number of second languages in which the residents of Dagestan are proficient is taken from the database on multilingualism in Dagestan (4032 people). Findings/conclusions: The study supports the hypothesis that the size of language population is negatively correlated with the multilingualism of the language community. Originality: The paper is the first to test the correlation between the size of language population and the level of multilingualism of its speakers using statistical methods and a large body of empirical data. Significance and implications: Population size is a factor that could have influenced patterns of language evolution. The population is interrelated with other factors, one of which is long-standing multilingualism. The methodological lesson of this research is that there is a difference in the level of multilingualism within a range of populations where the largest was about 120,000 people. Limitations: The data is limited to one multilingual region. The revealed correlation probably does not hold for areas where language communities do not interact with their neighbors and even speakers of minority languages can be monolingual, or for the territories where many people migrated and the area where a language is spoken was discontinuous.

scholarly journals The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

2017 ◽  
Vol 7 (3) ◽  
pp. 419-442
Author(s):  
Anja K. Steinlen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Minority Language ◽  
Vital Role ◽  
Language Background ◽  
English Grammar ◽  
Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

scholarly journals Bilingual Brains Learn to Use L2 Alliterations Covertly like Poets: Brain ERP Evidence

2021 ◽  
Vol 12 ◽  
Author(s):  
Siqin Yang ◽  
Xiaochen Zhang ◽  
Minghu Jiang
Keyword(s):  
Language Processing ◽  
English Learners ◽  
Native Language ◽  
First Language ◽  
Unrelated Word ◽  
Event Related Potential ◽  
Modulation Effect ◽  
Second Languages ◽  
English Translations ◽  
High Level

Bilinguals were documented to access their native or first language (L1) during comprehension of their second languages (L2). However, it is uncertain whether they can access L2 when reading their first language. This study used the event-related potential (ERP) technique to demonstrate the implicit and unconscious access to English words when Chinese–English bilinguals read words in Chinese, their native language. The participants were asked to judge whether the Chinese words presented in pairs were semantically related or not, meanwhile unconscious of the occasional alliteration (repetition of the first phoneme) if the Chinese words were translated into English. While the concealed prime in English translations failed to affect the reaction time, the alliteration significantly modulated N400 among advanced English learners, especially for semantically unrelated word pairs. Critically, this modulation effect was discrepant between bilinguals with high-level and normal-level English proficiency. These results indicate that L2 activation is an unconscious correlate of native-language processing depending on L2 proficiency.

scholarly journals Developmental perspectives on the expression of motion in speech and gesture

2011 ◽  
Vol 2 (1) ◽  
pp. 129-156 ◽  
Author(s):  
Maya Hickmann ◽  
Henriette Hendriks ◽  
Marianne Gullberg
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Complementary Information ◽  
Linguistic Differences ◽  
Language Groups ◽  
French And English ◽  
Gesture Studies ◽  
Adults And Children ◽  
Do So

Recent research shows that adult speakers of verb- vs. satellite-framed languages (Talmy, 2000) express motion events in language-specific ways in speech (Slobin 1996, 2004) and co-verbal gestures (Duncan 2005; Kita & Özyurek 2003; McNeill 1992). Although such findings suggest cross-linguistic differences in the expression of events, little is still known about their implications for first language acquisition. This paper examines how French and English adults and children (ages four and six) express Path and Manner in speech and gesture when describing voluntary motion presented in animated cartoons. The results show that English adults conflate Manner+Path in speech more often than French adults who frequently talk about Path only. Both groups gesture mainly about Path only, but English adults also conflate Manner+Path into single gestures, whereas French adults never do so. Children in both languages are predominantly adult-like in speech and gesture from age four on, but also display developmental progressions with increasing age. Finally, speech and gestures are predominantly co-expressive in both language groups and at all ages. When modalities differ, English adults typically provide less information in gesture (Path) than in speech (Manner+Path; ‘Manner modulation’ phenomenon), whereas French adults express complementary information in speech (Manner) and gesture (Path). The discussion highlights theoretical implications of such bi-modal analyses for acquisition and gesture studies

Lexical preference in second dialect acquisition in a second language

2021 ◽  
pp. 136700692110369
Author(s):  
Ksenia Gnevsheva ◽  
Anita Szakay ◽  
Sandra Jansen
Keyword(s):  
Second Language ◽  
First Language ◽  
Social Constraints ◽  
Second Languages ◽  
Positive Attitudes ◽  
Second Language Speakers ◽  
Dialect Acquisition ◽  
Second Dialect Acquisition ◽  
The Usa ◽  
Australian English

Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

scholarly journals Die Evaluering Van ‘N Eentalige Toelatingstoets Wat Vir Toelating Tot Hoër Onderwys In ’N Veeltalige Konteks Gebruik Word

2007 ◽  
Vol 33 (1) ◽  
Author(s):  
Elize Koch
Keyword(s):  
Higher Education ◽  
South African ◽  
First Language ◽  
Item Bias ◽  
Language Groups ◽  
Admissions Test ◽  
English Second Language ◽  
Structural Differences ◽  
African Context ◽  
English Students

The evaluation of monolingual admissions test used for admission to higher education in a plurilingual context. This study aims to critically evaluate the practice to use monolingual admissions tests across diverse language groups. The specific aim of the study was, accordingly, to evaluate the bias, across language groups, of a reading comprehension test used for admission to higher education. The subsequent aim was to decide about the scalar equivalence of the test across three language groups, namely Afrikaans and English students and students who are first language speakers of an African language. Item bias and structural differences between the English first and English second language groups were found, while structural differences continued to be found after deleting the DIF items from the test. Implications for fair admissions testing in the South African context are discussed. Opsomming: Hierdie stukkie het dit ten doel om die praktyk om eentalige toelatingstoetse oor taalgroepe heen te gebruik, krities te evalueer. Die oogmerk van die studie was gevolglik om ’n toets van leesbegrip wat vir toelating tot universiteit gebruik word en wat slegs in Engels beskikbaar is, te evalueer vir sydigheid. Die uiteindelike oogmerk was om oor die skaalekwivalensie van die toets ten opsigte van drie taalgroepe te besluit, naamlik Afrikaanse en Engelse studente en studente met ’n Afrika taal as eerste taal. Item sydigheid en strukturele verskille tussen Engels eerstetaal sprekers en Engels tweedetaal sprekers is gevind, terwyl strukturele verskille na die verwydering van die DIF items voorgeduur het. Implikasies vir billike toelatingstoetsing in Suid-Afrika word bespreek.

scholarly journals A-142 Examining the Impact of the Recent New Dot Counting Test Cut-Off Score in Bilingualism and Traumatic Brain Injury Survivors

2020 ◽  
Vol 35 (6) ◽  
pp. 935-935
Author(s):  
Graub N ◽  
Lopez-Hernandez D ◽  
Litvin P ◽  
Rugh-Fraser R ◽  
Rad H ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
First Language ◽  
The Other ◽  
Group Differences ◽  
Failure Rates ◽  
Language Groups ◽  
English Second Language ◽  
Chi Squared ◽  
The Impact

Abstract Objective McCaul et al. (2018) recently revised the Dot Counting Test (DCT) cut-off score from ≥17 to 13.80; we evaluated the new cut-off in monolingual and bilingual traumatic brain injury survivors (TBIS) and healthy comparison participants (HCP). Method The sample consisted of 43 acute TBI [ATBI; 23 English monolinguals (EM); 11 English first language bilinguals (EFLB); and 9 English second language bilinguals (ESLB)]; 30 chronic TBI (CTBI; 13 EM; 9 EFLB; 8 ESLB), and 56 HCP (23 EM; 11 EFLB; 22 ESLB). Results An ANCOVA, controlling for age and education, revealed an interaction where ATBI-EFLB had higher E-scores than the other groups and the CTBI-EFLB had lower E-scores than the other groups. Both the conventional and proposed new cut-off (PNC) scores had different failure rates in ATBI (conventional cut-off: 9%; PNC: 28%), CTBI (conventional cut-off: 10%; PNC: 20%), and HCP (conventional cut-off: 11%; PNC: 13%). For language groups, EM (conventional cut-off: 14%; PNC: 22%), EFLB (conventional cut-off: 10%; PNC: 26%), and ESLB (conventional cut-off: 5%; PNC: 10%) demonstrated different failure rates across cut-off scores. Group differences were found with McCaul et al. (2018) cut-off, but not the conventional cut-off score. Also, chi-squared analysis revealed ATBI EFLB and EM had greater failure rates than ATBI ESLB. Conclusion Unfortunately, the new DCT cut-off score resulted in greater failure rates in TBIS. Furthermore, ATBI EM and EFLB were impacted more by the new cut offs than ATBI ESLB who learned English later in life, although the reason for this finding is unclear and requires additional study.

Esl for Students with Visual Impairments

1997 ◽  
Vol 91 (6) ◽  
pp. 555-563 ◽  
Author(s):  
H. Guinan
Keyword(s):  
Second Language ◽  
Visually Impaired ◽  
First Language ◽  
Visual Impairments ◽  
Teaching English ◽  
Esl Teachers ◽  
Second Languages ◽  
Visually Impaired Students

This article reviews the literature on teaching English as a second language (ESL) to, and research on the acquisition of first and second languages by, both sighted and visually impaired students. Although braille should be taught to students in their first language, the author offers suggestions for teaching students in a second language when instruction in a first language is not possible. She concludes that closer cooperation between vision teachers and ESL teachers is essential for children with limited proficiency in English and visual impairments to become fully literate and communicatively competent.

scholarly journals Competition Strategies during Writing in a Second Language: Age and Levels of Complexity

Languages ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Sandra Figueiredo
Keyword(s):  
Second Language ◽  
Applied Research ◽  
Immigrant Students ◽  
First Language ◽  
L2 Writing ◽  
European Countries ◽  
Older Students ◽  
Inclusion Process ◽  
Language Groups ◽  
New Hosts

(1) Background: Research in second language (L2) writing in the European context is an emerging tendency in L2 studies. European countries have become new hosts to immigrants in very recent years and new applied research is needed to aid schools in their inclusion process. (2) Method: This study examined differences in writing performance by comparing 99 immigrant students in Portugal between 7 and 17 years of age. They were assessed in six distinct aspects by means of a written essay in order to perceive how maturity and language groups impact competencies such as lexicon, grammar, sociolinguistics and use of strategies. (3) Results: The results were examined according to the competition model of MacWhinney and Bates (1989; MacWhinney 2005) and concluded that older students wrote more proficient essays. First language (L1) and parallel instruction in L1 were examined as covariates against their effects. (4) Discussion: Students who received parallel instruction in their L1 had better results in L2 writing, but only age-produced significant differences will be discussed.

Improving the Quality of Second Language Writing by First Language Use

2016 ◽  
Vol 6 (4) ◽  
pp. 767 ◽  
Author(s):  
Moussa Ahmadian ◽  
Sajjad Pouromid ◽  
Mehdi Nickkhah
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
English Learners ◽  
First Language ◽  
Task Type ◽  
Language Groups ◽  
Language Writing ◽  
L1 Use ◽  
Development Structure

The role of the learners’ first language (L1) in learning second language (L2) writing has recently become a focus in SLA research. There have been many studies focusing on different aspects of this phenomenon. The results of these studies have shown how L1 use may play facilitative roles in producing writing in the second language. Many variables, such as task type and language proficiency, have also been studied in this regard. Yet, there seems to be a paucity of research on whether L1 use can significantly improve the quality of written productions in L2. The present study was therefore designed to peruse this question and find what aspects of writing may improve with L1 use. To this end, the written productions of 36 Persian-speaking intermediate English learners writing an argumentative paragraph were analyzed. 6 of the 12 groups were asked to collaborate in their first language and the others were limited to using the second language in their collaborations. The results of statistical comparisons between the first language and second language groups revealed that L1 use can significantly improve the overall score gained by the L2 writers. It was also found that L1 use improves the quality of L2 written productions in terms of organization/unity, development, structure, and mechanics.

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