scholarly journals Intergenerational Literacy Learning with Bilingual Families: A Context for the Analysis of Social Mediation of Thought

1993 ◽  
Vol 25 (3) ◽  
pp. 323-352 ◽  
Author(s):  
Devin G. Thornburg
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Literacy Learning ◽  
Free Play ◽  
Literacy Program ◽  
Structured Interviews ◽  
Social Mediation ◽  
Research Initiative ◽  
Family Based ◽  
Scaffolding Strategies

This research initiative was undertaken to examine the effects of an intergenerational literacy program, held weekly for 2 hours over a 6-month period, on the measured English proficiency of nine bilingual families (9 parents, 15 children). The research was also conducted to explore the relationships among changes in the participants' use of identified categories of discourse during literacy activities and changes in their second-language competency on tests of literacy. Program goals were to encourage the parents to read storybooks to their children in the home as well as to provide literacy-based activities to family members, including storybook reading, hands-on projects related to the stories read, formal English instruction for the parents, and free play for the children. Sixteen observations (24 hours) of participants' discourse were conducted by the researcher and an assistant using a format adapted from research of family-based literacy learning and classroom discourse; semi-structured interviews with parents and teachers were also held. Results of pre-post comparisons of children's scores on the PLS and parents' scores on the CTBS revealed significant improvements. Frequencies of identified categories of parent-and-child discourse between the third and fifteenth observations were also compared and revealed several significant differences. Significant correlations were also found between participant test scores and differences in their use of identified categories of discourse. These empirical results, as well as descriptive findings, are interpreted using Vygotsky's (1978, 1987) sociocultural theory of learning. It is proposed that teacher scaffolding strategies, as well as the parents' and children's efforts to linguistically mediate each other's learning, were integral to the gains in the families' second-language proficiency.

scholarly journals Second Language Learners’ Competence of and Beliefs About Pragmatic Comprehension: Insights From the Chinese EFL Context

2022 ◽  
Vol 12 ◽  
Author(s):  
He Yang
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Behavioral Control ◽  
Study Data ◽  
Cultural Knowledge ◽  
Structured Interviews ◽  
Subsequent Performance ◽  
Efl Context ◽  
L2 Learners ◽  
Pragmatic Comprehension

It can be a great challenge for second language (L2) learners to comprehend meanings that are implied in utterances rather than the surface meaning of what was said. Moreover, L2 learners’ attitudes toward pragmatic learning are unknown. This mixed-methods study investigates L2 learners’ ability to comprehend conversational implicatures. It also explores their beliefs about and intentions to develop this ability using Ajzen’s theory of planned behavior (TPB). A total of 498 freshmen from a public university in China participated in the study. Data were collected using a web-based test, stimulated recall tasks and semi-structured interviews. Results show that the participants differed in recognizing the intended meanings. Complicated factors account for the variations. In addition to the types of implicature, learners’ beliefs about developing pragmatic comprehension also influence their learning intention, and subsequent performance. These beliefs include learners’ multi-layered, complex attitudes toward the outcomes of pragmatic learning, perceived self-efficacy beliefs regarding language proficiency and L2 cultural knowledge, actual behavioral control over opportunities and resources for pragmatic learning, and perceptions of less social pressure on pragmatic learning. The use of TPB may help language teachers and test designers to understand learners’ beliefs about L2 pragmatic learning in the English as a foreign language (EFL) context. Understanding the factors influencing learners’ intention will help design more effective teaching curricula that may integrate pragmatic instruction and testing in the future.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

scholarly journals Mobilizing foreign language students for multilingual crisis translation in Shanghai

Multilingua ◽  
2020 ◽  
Vol 39 (5) ◽  
pp. 587-595 ◽  
Author(s):  
Yongyan Zheng
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Local Community ◽  
University Student ◽  
Technical Knowledge ◽  
Structured Interviews ◽  
Close Collaboration ◽  
Team Members ◽  
Student Volunteers ◽  
The University

AbstractThis paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children

2016 ◽  
Vol 16 (3-4) ◽  
pp. 245-266 ◽  
Author(s):  
Maria M. Arredondo ◽  
Melanie Rosado ◽  
Teresa Satterfield
Keyword(s):  
Ethnic Identity ◽  
Academic Success ◽  
Identity Formation ◽  
Language Proficiency ◽  
Emotional Health ◽  
Early Years ◽  
Latino Children ◽  
Structured Interviews ◽  
Ethnic Identity Formation ◽  
The Impact

Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.

Meta-analysis of the neural representation of first language and second language

2011 ◽  
Vol 32 (4) ◽  
pp. 799-819 ◽  
Author(s):  
RAJANI SEBASTIAN ◽  
ANGELA R. LAIRD ◽  
SWATHI KIRAN
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Language Processing ◽  
Functional Neuroimaging ◽  
Meta Analysis ◽  
First Language ◽  
Likelihood Estimation ◽  
Neural Representation ◽  
Second Language Processing ◽  
Meta Analyses

ABSTRACTThis study reports an activation likelihood estimation meta-analysis of published functional neuroimaging studies of bilingualism. Four parallel meta-analyses were conducted by taking into account the proficiency of participants reported in the studies. The results of the meta-analyses suggest differences in the probabilities of activation patterns between high proficiency and moderate/low proficiency bilinguals. The Talairach coordinates of activation in first language processing were very similar to that of second language processing in the high proficient bilinguals. However, in the low proficient group, the activation clusters were generally smaller and distributed over wider areas in both the hemispheres than the clusters identified in the ALE maps from the high proficient group. These findings draw attention to the importance of language proficiency in bilingual neural representation.

The Cloze Technique as A Pedagogical Tool for the Training of Translators and Interpreters

Target ◽  
1992 ◽  
Vol 4 (2) ◽  
pp. 223-236 ◽  
Author(s):  
Sylvie Lambert
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Real Life ◽  
Second Language Proficiency ◽  
Pedagogical Tool ◽  
And Training ◽  
Cloze Test

Abstract This article focuses on the versatility of the cloze technique, as a tool not only for measuring second-language proficiency, but also for selecting and training both translators (written cloze) and interpreters (aural cloze). When presented auditorily, the cloze test discriminates pass and fail interpreter students, given the external pacing and speed stress experienced by simultaneous interpreters in real life. The article offers several ways to administer the cloze technique as well as examples of such doctored material.

“I can come up with more things when I’m happy, or especially when I’m angry”

2021 ◽  
Author(s):  
Beatrice Venturin
Keyword(s):  
Second Language ◽  
First Language ◽  
Structured Interviews ◽  
English As Second Language ◽  
1.5 Generation ◽  
Language Dominance ◽  
Emotional Resonance ◽  
Expression Of Emotions

Abstract This study examines language preferences to express anger and happiness among 15 Russian Australians belonging to the 1.5 generation, who acquired Russian as first language (L1) and English as second language (L2), after migration during childhood. While most research into these topics has focused on L1-dominant bilinguals, this study offers a novel perspective, as 1.5-generation migrants are generally L2-dominant or multidominant (L1+L2-dominant), and possibly L1 attriters. Semi-structured interviews were conducted and underwent qualitative thematic analyses. From the results it emerges that these speakers mostly express emotions in the L2 or both languages, in line with their language dominance, but their choices do not seem to relate to language emotionality, as the L1 maintains the highest emotional resonance for them. While research on multilinguals’ expression of emotions has mainly focused on anger, this study calls attention to the expression of happiness, and points to the importance of L2-dominant and multidominant multilinguals.

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