Informal language planning for elementary school language development

1992 ◽  
Vol 9 ◽  
pp. 6-18
Author(s):  
Carol J. Rodriquez
Keyword(s):  
Public Education ◽  
School Districts ◽  
Foreign Language ◽  
Language Planning ◽  
Independent Research ◽  
Timely Manner ◽  
Language Programs ◽  
Public Meetings ◽  
Individual School

Language planning is an activity that takes place in formal/national situations, but it also occurs in a variety of unintended ways and on smaller scales (e.g. Russo and Baldauf 1986). This paper documents the informal language planning which has occurred as part of the process of developing and implementing Arizona’s Elementary Foreign Language Mandate. It is a case study which demonstrates the problems and effects of informal language planning in public education systems such as Arizona’s. The study focuses on the initial specifications of the mandate and the efforts of individual school districts to comply in a timely manner. The difficulties encountered by one school district as it considers ways to implement the mandate are examined in detail. The data for this study was gathered from official documents, personal interviews, videotapes, newspaper articles, public meetings and independent research related to language policy in the state of Arizona. The study suggests that a greater awareness of language planning skills at this level could lead to the development of more effective language programs.

scholarly journals LANGUAGE NEEDS ANALYSIS FOR WORKING ABROAD: A CASE-STUDY IN THUA THIEN HUE PROVINCE

2020 ◽  
Vol 129 (6B) ◽  
pp. 117-134
Author(s):  
Nguyễn Ngọc Bảo Châu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Needs Analysis ◽  
Language Program ◽  
Language Programs ◽  
Language Curriculum ◽  
Life Tasks ◽  
Vocational Tasks ◽  
Language Needs

Needs analysis is the first essential step of designing a language curriculum [26]. Needs analysis provides a mechanism for obtaining a wider range of input in the contents, design, and implementation of a language program. The process identifies general or specific language needs so that they can be addressed while developing goals, objectives, and content for a language program. In this study, we aimed to explore the language needs analysis for labor export. We regarded foreign language for labor export with a view that all decisions in instructions are based on the learners’ reasons for learning. As a case in point, we studied the language needs for labor export of laborers in Thua Thien Hue province. A task-based needs analysis approach [17] was utilized due to its methodological cogency.  45 laborers who were working abroad participated in our study. Five were interviewed and 40 were surveyed to elicit the foreign language needed for everyday life tasks and occupational domains. The results outlined export laborers language needs in regards to everyday survival (i.e. language at the supermarket, hospital, etc.) and vocational tasks (i.e. understanding employer’s requests, interacting with customers/clients, etc.). The findings of this study inform the design of an English language curriculum for labor export and serve as the basis for reviewing and evaluating existing language programs for labor export. The research also affords implications for future designs of task-based needs analysis.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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