Increasing multilingualism in schoolscapes

2018 ◽  
Vol 4 (2) ◽  
pp. 101-127 ◽  
Author(s):  
Kate Menken ◽  
Vanessa Pérez Rosario ◽  
Luis Alejandro Guzmán Valerio
Keyword(s):  
New York ◽  
Language Learning ◽  
Formal Language ◽  
Language Education ◽  
Linguistic Landscape ◽  
Education Policies ◽  
Qualitative Research Study ◽  
The Impact ◽  
City Schools ◽  
Made In

Abstract In this qualitative research study, we examine changes made in 23 New York City schools that participated in a project for which participating schools were asked to regard bilingualism as a resource in instruction and develop a multilingual linguistic landscape. Findings document efforts made by schools to change their linguistic landscape in ways that recognize students’ many languages and cultures, significant corresponding ideological shifts by school leaders from monolingual to multilingual views of language and language learning, educators’ incorporation of students’ home languages in instruction, and new formal language education policies resulting from these efforts. We document the impact of all of these changes on students and their families and suggest that research on linguistic landscape conducted in schools should consider not only the physical landscape but also its connections to pedagogy, programming, and language policies.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

2016 ◽  
Vol X (1) ◽  
pp. 107-110
Author(s):  
Barbara Schmenk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Theory And Practice ◽  
Self And Other ◽  
Upper Secondary ◽  
The Impact

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

FL Instructor Beliefs About Machine Translation

2021 ◽  
Vol 11 (4) ◽  
pp. 1-18
Author(s):  
Emily Hellmich ◽  
Kimberly Vinall
Keyword(s):  
Language Learning ◽  
Machine Translation ◽  
Large Scale ◽  
Language Education ◽  
Past Research ◽  
Pedagogical Practices ◽  
Future Research ◽  
Potential Threat ◽  
Instructor Beliefs ◽  
The Impact

Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.

Exploring EFL Learners' Preferences, Perceived Needs, and Perceptions about Language Learning Strategies

2016 ◽  
Vol 7 (6) ◽  
pp. 1128
Author(s):  
Maryam Alsadat Mortazavi ◽  
Hamed Barjesteh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Education ◽  
Language Experience ◽  
Efl Learners ◽  
Perceived Needs ◽  
Academic Level ◽  
Significant Difference ◽  
The Impact

This study was to investigate the impact of language experience and academic level on the perceived needs of Iranian undergraduate EFL learners. Two groups of Iranian TEFL female students (freshmen and senior) were compared regarding their preferences, perceived needs and perceptions of different activity types about language learning. To collect data, Sihong's (2007) needs analysis questionnaire for English language needs was utilized. Thirty two freshman and twenty nine senior MA students with the age range of 25-35 were considered as the subject of this study. They were asked to fill out the questionnaire through email and they were given the confidence that the collected data would remain anonymous. Results revealed that there was a significant difference between freshman and senior EFL learners in their preferences, needs and opinions about various types of activities, and various aspects of language education. The findings also revealed that freshmen students required more practice in grammar and pronunciation than vocabulary for them. The most difficult components of language were pronunciation, vocabulary and grammar respectively; however, the senior students reported that vocabulary and grammar were the most difficult component of language skill and pronunciation was the least one.

National Standards: Research into practice

2012 ◽  
Vol 45 (4) ◽  
pp. 515-526 ◽  
Author(s):  
Eileen W. Glisan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Course Design ◽  
Foreign Language Learning ◽  
Language Education ◽  
The United States ◽  
Foreign Language Education ◽  
Language Instruction ◽  
National Standards ◽  
The Impact

The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as ‘a veritable change agent’ (Sharpley-Whiting 1999: 84), ‘a vision for foreign language education in the new century’ (Allen 2002: 518), and, more recently, as ‘a blueprint and framework for change’ (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010).

scholarly journals Perspectives and experiences of autistic multilingual adults: A qualitative analysis. (Under revision)

2021 ◽  
Author(s):  
Kathryn Nolte ◽  
Sue Fletcher-Watson ◽  
Antonella Sorace ◽  
Andrew Stanfield ◽  
Bérengère Galadriel Digard
Keyword(s):  
Qualitative Analysis ◽  
Language Learning ◽  
Online Survey ◽  
Language Education ◽  
Valuable Insight ◽  
Motivating Factors ◽  
Self Confidence ◽  
Autistic People ◽  
Wide Range ◽  
The Impact

Please note this paper is being peer-reviewed for publication in Autism in Adulthood:Nolte, K., Fletcher-Watson, S., Sorace, A., Stanfield, A., & Digard, B.G. (2021). Perspectives and experiences of autistic multilingual adults: A qualitative analysis. (Under revision for Autism in Adulthood)Please do not cite this preprint.Background: The combined experience of autism and bilingualism is poorly understood, leading to poor support and guidance for autistic people in multilingual environments or interested in languages, and for their families. While most studies available focus on the language and cognitive profiles of autistic bilinguals, or on the experiences of parents, little is known about the lived experiences of autistic multilinguals. Methods: To address this question, this study examined the impact of autism and multilingualism on the lives of 54 autistic multilingual adults who completed an online survey assessing the profiles of autistic bi- and multilinguals. Thematic analysis was used to process responses to the survey’s open-ended questions to explore motivations for learning languages, and the perceived benefits linked to being both autistic and multilingual. Results: There was a wide range of language profiles in the sample, with various levels of proficiency, ages of acquisition, and learning environments. Respondents reported various motivating factors for the acquisition of multiple languages, including social aspects and a predisposition for language learning. Respondents reported many benefits of multilingualism, such as opportunities, relationships, social skills, and self-confidence. Conclusions: Unlike previous work with autistic multilinguals involving case studies, the larger sample involved here offers valuable insight into the profiles and experiences of this overlooked population. Like their neurotypical peers, autistic people can become multilingual without being language savants, and they can acquire languages through life circumstances, education, or by choice, reaching varying levels of proficiency. According to our respondents, being autistic can both positively and negatively influence language learning. Importantly, autistic people can experience numerous benefits from multilingualism, especially regarding social communication, opportunities, and self-confidence. These findings will have implications for language education practices as well as for multilingual families and the practitioners who support them.

scholarly journals The Impact of Extra-Legal Factors on Adjudication: Theoretical and Practical Aspects

2020 ◽  
pp. 434-438
Author(s):  
Vitalii Shevchuk
Keyword(s):  
New York ◽  
New York City ◽  
Decision Making Process ◽  
Court Records ◽  
Administration Of Justice ◽  
The Law ◽  
Compliance With The Law ◽  
Xix Century ◽  
The Impact ◽  
Made In

Adjudication is a complex and multifaceted process that involves not only legal but also personal and psychological aspects. In a combination, they can be regarded as the extra-legal affect on specific categories of cases. The issue under studies is relatively new in present-day Ukraine. However, this field of scientific research originated in America at the end of the XIX century. Although it has lost its relevance, today, this issue is gaining popularity again, particularly in the works by both national and foreign scholars, who directly or indirectly reveal it. The article under discussion presents the analysis of theories, developed by national and foreign authors. These works trace the tendency to identify the factors that may affect the judges’ decision-making process, both directly (legal experience; political predisposition; intellectual and temperamental traits) and indirectly (overall erudition; family and personal associations, social status).What is more, the author of the article has identified two possible options for a judge to make a decision - by justice and by law. They are by no means related to each other, since not all the decisions, made in compliance with the law, are fair, whereas it is much easier to make fair decisions conform to the letter of the law. This research is based on the materials of study carried out in 1914-1916 regarding some New York City magistrate judges, who made different decisions on similar categories of cases. Such a discrepancy again outlines the boundaries of individual relationships that affect the administration of justice. In addition to the above, the theoretical material, outlined in the article, is rests on the examples from the court records of Canada and Ukraine. This made it possible to prove and realize that such extra-legal impact does exist today and is ruining the judicial system from inside.Besides, the investigation reveals the ECHR’s position on the issue under study. Relying on specific examples, we have pointed out various manifestations of judges’ bias. In those cases, they were driven by personal views and motives, which, in turn, influenced their final decisions, the latter being subsequently challenged.

scholarly journals Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)

2020 ◽  
Vol 53 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Yang (Frank) Gong ◽  
Xuesong (Andy) Gao ◽  
Boning Lyu
Keyword(s):  
Education Research ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Mainland China ◽  
Language Education ◽  
Foreign Language Education ◽  
The Impact

AbstractThis review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research.

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