Clans and clanlectal contact

2016 ◽  
Vol 2 (2) ◽  
pp. 188-214
Author(s):  
Kelhouvinuo Suokhrie
Keyword(s):  
Language Learning ◽  
Linguistic Variables ◽  
Young Learners ◽  
Intergenerational Change ◽  
New Perspective ◽  
Stable Variation ◽  
The Way

Abstract This is the first variationist study of clan intermarriage and intergenerational change in Nagaland (India). The study investigates clan as a sociolinguistic variable by drawing data from the Angami (belonging to the Kuki-Chin-Naga sub-group of Tibeto-Burman languages) community of Kohima village in Nagaland. The linguistic variables examined include two alveolar fricatives and three affricates showing variable palatalization. Like many other clan-based communities (cf. Stanford, 2007, 2008, 2009), Angamis practice exogamy. Women settle down in their husband’s clans in the same village after marriage, but continue to maintain their original clanlects despite being in contact with their husband’s clanlects for many years. Exogamy practices are however weakening in Kohima, resulting in intra-clan marriages. The study examines the linguistic implications of the inter-clan and intra-clan marriages, illustrating the patterns that young learners acquire under such circumstances and the way they respond to the new changes. Labov finds evidence for an “outward orientation of the language learning faculty” (2012, 2014). The Nagaland results build on this notion but provide a new perspective: In Nagaland, children’s language learning is inwardly oriented with respect to stable variation and outwardly oriented in the case of change in progress.

scholarly journals JALT2012 Plenary Speaker article: Technology is for every-one: Take the leap!

2012 ◽  
Vol 36 (4) ◽  
pp. 12
Author(s):  
Özge Karaoğlu
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learning Technologies ◽  
Opportunities To Learn ◽  
Digital Revolution ◽  
Young Learners ◽  
Web Tools ◽  
Integrating Technology ◽  
The Way

The immense and growing change in technology in the last decade has opened up a new door in education, creating new opportunities to learn, collaborate, and connect to each other by exponentially expanding the physical limits of school. This digital revolution has unleashed creativity and new insights with unlimited resources to facilitate language learning. Our newest generation has already demonstrated to us how it has impacted the way they learn, think, and interact, pointing us to learning technologies and their potential uses in and out of our classes. This talk will explore the whys and hows of integrating technology in small steps; making learning fun with web tools that every teacher should know and take advantage of to heighten the learning experience in young learners’ classes. Hang onto your hats because technology is for everyone and we are about to take that leap! この10年のテクノロジーの多大な変化で、学校の境界線が物理的に急拡大し、学び、協働し、お互いにつながり合う新しい機会が作られ、教育の新しい扉が開かれた。このデジタル革命は、言語学習を促進させる無限のリソースで創造力と新しい洞察を引き起こした。最も新しい世代の人々は、テクノロジーがいかに彼らの学び方、考え方、インタラクションの方法に強い影響を与えているかを私達に見せつけ、教室内外における学習のためのテクノロジーと、その使用の可能性についても示している。本講演では、テクノロジーを取り入れる理由と、その方法について検討する。年少者のクラスでの学習経験の質を高めるために教師が知るべき、利用すべきウェブツールを使って、学習を楽しいものにすることを提案する。皆さんの準備はできているだろうか。テクノロジーはすべての人々のものであり、私達はまさにそこを飛び越えようとしているのだ。

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

scholarly journals Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris

2016 ◽  
Vol 2 (4) ◽  
pp. 257
Author(s):  
Ria Herwandar ◽  
Denny Azhari Safryono
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
English Language Learning ◽  
Young Learners ◽  
School Subjects ◽  
Primary Curriculum ◽  
Level Of Understanding

<p><em>Abstrak</em><strong> – Penelitian ini memiliki judul Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris'. Tujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman dan kelancaran dalam melakukan ujian sains yang berisi bahan ESP / EAP. Hasilnya sangat tak terduga menjanjikannya. Siswa telah mencapai hasil yang baik di semua bidang ilmu pengetahuan seperti biologi, kimia, fisika dan penyelidikan ilmu pengetahuan dan telah terbukti bahwa siswa di usia tua bisa belajar dan memperoleh bahasa kedua dan bahasa pertama di dasar kesetaraan sekitar tiga belas tahun. Oleh karena itu, peserta didik muda harus intensif bahasa Inggris dalam membantu mereka mengembangkan pelajaran sekolah lainnya dalam kurikulum utama Inggris.</strong></p><p><strong> </strong></p><p><strong><em>Kata Kunci – </em></strong><em>Science enquiry, biologi, kimia, fisika, ESP/EAP</em></p><p><em> </em></p><p><em>Abstract –</em><strong> This research has a title of ‘Evaluation Cambridge International Primary Programme for Pupils of Al Azhar in  Science’. The purpose of the research is to identify their level of understanding and fluency in doing science examinations which contains ESP/EAP materials. The results have been unexpectedly promising. The pupils have achieved good results in all areas of science such as biology, chemistry, physics and science enquiry and it has been proved that pupils in the age of around thirteen years old could learn and acquire second language and first language in equal basis.  Therefore, Young learners should be intensively exposed to excellent English language learning in helping them developed other school subjects within the English primary curriculum.</strong></p><p><strong> </strong></p><strong><em>Keywords </em></strong><em>– Science enquiry, biology, chemistry, physics, ESP/EAP</em>

scholarly journals FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL

2020 ◽  
Vol 31 (2) ◽  
pp. 204
Author(s):  
Diah Royani Meisani ◽  
Fuad Abdul Hamied ◽  
Bahrudin Musthafa ◽  
Pupung Purnawarman
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Grade Level ◽  
English Proficiency ◽  
Factors Affecting ◽  
Proficiency Levels ◽  
Young Learners ◽  
Affective Variables ◽  
English Achievement ◽  
School Accreditation

This study was aimed at investigating the influencing factors on students’ English proficiency levels based on Cambridge English Tests for Children and Young Learners. A preliminary survey was undertaken to select the sample of elementary schools that offered English as a subject. As many as 157 students who sat in Grades 4, 5, and 6 from nine elementary schools participated in this study. The findings revealed that the average of students’ scores was at Starters/Movers Level, which is equal to A1 in the Common European Framework of Reference (CEFR). Through multiple regression analysis, three out of five investigated factors were detected to be significantly related to students’ English proficiency levels, namely gender, grade level, and school accreditation rank. While rich literature has found gender and grade level as one of the affective variables in language learning, none has studied whether school accreditation status influences young learners’ English achievement. It is recommended that schools and related stakeholders consider these factors to ensure effective English teaching to young learners. It is also suggested that future researchers conduct further study on how and under what conditions the factors can contribute to students’ English achievement.

scholarly journals Modeling Second-Language Learning from a Psychological Perspective

2018 ◽  
Author(s):  
Alexander Rich ◽  
Pamela Joy Osborn Popp ◽  
David Halpern ◽  
Anselm Rothe ◽  
Todd Matthew Gureckis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Educational Software ◽  
Psychological Theory ◽  
Psychological Research ◽  
Small Scale ◽  
Boosted Decision Trees ◽  
New Perspective

Psychological research on learning and memory has tended to emphasize small-scale laboratory studies. However, large datasets of people using educational software provide opportunities to explore these issues from a new perspective. In this paper we describe our approach to the Duolingo Second Language Acquisition Modeling (SLAM) competition which was run in early 2018. We used a well-known class of algorithms (gradient boosted decision trees), with features partially informed by theories from the psychological literature. After detailing our modeling approach and a number of supplementary simulations, we reflect on the degree to which psychological theory aided the model, and the potential for cognitive science and predictive modeling competitions to gain from each other.

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

scholarly journals TEACHERS’ PERCEPTIONS TOWARDS TEACHING WRITING USING WORD GAMES; THE CASE STUDY OF JUNIOR HIGH SCHOOLS IN SEMARANG, CENTRAL JAVA, INDONESIA

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Dias Andris Susanto ◽  
Maria Yosephine
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Structured Interview ◽  
Junior High Schools ◽  
Teaching Writing ◽  
Teachers Perceptions ◽  
Central Java ◽  
The Way

This was a descriptive qualitative study which was done in 2017 at junior high schools in Semarang Central Java, Indonesia. This study focused on the teachers’ perception and teaching writing using word games. According to Chastain (1988) "writing is a basic communication skill and a unique tool in the process of second language learning" (p.244). The problem of this study was what are the teachers’ perception towards the word games used in enhancing the students’ writing skill? The sample of the research were 6 junior high schools’ students in Semarang central java, Indonesia. They were students of grade eighth at SMP N 8, SMPN 39, SMPN 36, SMP Institut Indonesia, SMP PGRI Semarang, and SMP Theresiana Semarang. A structured interview was kindly used as the instrument in collecting the data. The findings are; 1) Teaching writing is not easy and need to be creative to make students understand since they have to master the way hoe to organize a good paragraph or text. 2) Usually they do not apply any games in teaching writing since they got the material for granted. 3) Most of the teachers have known what word game is. Even they have applied it sometimes in speaking and vocabulary. 4) Teachers rarely do teaching English using word games by purpose. Especially teaching writing, teachers do not really pay attention on the current skill. 5) Even though some teachers do not really understand the way to use word games in the case of implementation but then, they are aware that students need a motivation in a space of teaching and learning process during filling the material. 6) Teachers like teaching writing using word games because word games can help them to motivate students in following the questions since the love playing while learning in the classroom. 7) teachers can motivate students to follow the lesson with fun, teachers easily follow the word games because it is equipped by the clear instructions, there are various word games which are related to teaching skills, word games are easily made/created by teachers based on the need of the lesson plan, word games are the simplest media to teach and long life. 8) word games which applicable to teach writing using word games are entitled broken sentence, mixed story, arranging sentence in a story, and getting occupation. The conclusions are The teachers’ perceptions towards teaching writing using word games are; teachers feel happy and fun during teaching writing using word games, teachers need more energy and time to maintain the word games, teachers should focus on the goal of writing mastery not the game itself, teachers should be creative in creating and organizing the word games, and teachers believe that word games are able to motivate students in following the lesson.  Key words: teachers’ perception, teaching writing, word games

scholarly journals The Role of Positive 3-H Words in Peacebuilding and Engagement in EFL/ESL Classes

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaojing Shi
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Contexts ◽  
The Way

This review aimed at investigating the role of help, hope, and harmony formally known as positive 3H on students' engagement and peacebuilding. This topic has recently attracted attention since teachers and the way they treat students are said to play a paramount role in the learning process and as a result, peace can be built in the classroom and students also are more likely to be actively engaged in the tasks. To start with, a definition for positive 3-H was presented coupled with the role it plays in language learning contexts. Then the way both inner peace and interpersonal peace have been applied in the learning process to build peace is discussed. Following that, the effects of positive 3-H on students' engagement and peacebuilding through raising some relevant activities are dealt with. Finally, implications and further directions are put forward.

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