Student mobility and identity-related language learning

2015 ◽  
Vol 26 (1) ◽  
pp. 6-15 ◽  
Author(s):  
C. Kinginger
Keyword(s):  
Language Learning ◽  
Student Mobility ◽  
Related Language

scholarly journals Critical language teaching in a dynamic language policy terrain: lessons from the Brazilian Science without Borders student mobility programme

2018 ◽  
Vol 18 (2) ◽  
pp. 367-388
Author(s):  
Jonathan Luke
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Student Mobility ◽  
Ethnographic Study ◽  
Language Teachers ◽  
Critical Approach ◽  
Science Without Borders ◽  
The Impact

ABSTRACT This article reports on a case study of English language learning in higher education, considering the impact of language policies embedded within a mobility scholarship programme on the practices of language teachers. Based on a larger ethnographic study following the experiences of several undergraduate members of one cohort of Brazil’s Science without Borders programme for students in science and technological fields, this article describes how several language teachers engaged with the power relations of the frequently shifting policy terrain of the programme. It concludes with a discussion of possibilities for teachers in similar situations who endeavour to take a critical approach to language teaching and explores some of the tactics they might employ against those policies which they see as incompatible with their practices.

The Role of International Student Mobility and Language Policies in the Process of Internationalization of Higher Education

2019 ◽  
pp. 126-152
Author(s):  
Aylin Göztaş ◽  
Emel Kuşku Özdemir ◽  
Fusun Topsümer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
International Student ◽  
Student Mobility ◽  
International Exchange ◽  
Basic Question ◽  
Research Approach ◽  
Exchange Programs ◽  
Different Cultures

The current study, based on the quantitative research approach, is structured on the basic question of whether participation in exchange programs and foreign language variables affect attitudes towards intercultural communication sensitivity. The research, which was conducted with the participation of university students from seven different geographical regions and from different educational fields, provides findings that support the existence of a relation between the contact with a foreign culture and language. Learning about different cultures and learning a foreign language in interaction with the culture reinforce individuals' language skills and improve their awareness about different cultures. Furthermore, it is remarked that the participants who acquired a foreign language through participating in an international exchange program are more confident and responsible in their interactions compared to the other group.

scholarly journals Hoe universeel zijn receptieve meertaligheidsstrategieën?

2021 ◽  
Vol 10 ◽  
Author(s):  
Eva Knopp ◽  
Sabin Jentges ◽  
Chrissy Laurentzen ◽  
Margot Van Mulken
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Effective Means ◽  
Foreign Language Learning ◽  
School Students ◽  
Learning And Teaching ◽  
School Settings ◽  
Related Language

There are multiple ways in which language learners’ multilingual repertoire can be put to use in foreign language learning and teaching. One such use is receptive multilingualism (RM, cf. Blees & Ten Thije 2017). Despite the fact that RM has been found to be an effective means of communication between adult speakers of typologically related languages, like Dutch and German (see Beerkens, 2010; Van Mulken & Hendriks, 2015; Ribbert & Ten Thije, 2007), there is hardly any research investigating its use and effectiveness in younger learners in school settings (Ten Thije, Gulikers & Schoutsen, 2020). In this contribution, we present the results of a pilot study in which we investigate whether German secondary-school students make use of their multilingual repertoire by employing receptive multilingual strategies when decoding an unknown, but typologically related language (Dutch) and whether they can transfer these skills when decoding a less typologically related, unknown language (Maltese).

scholarly journals Work-related language learning trajectories of migrant cleaners in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 137-160 ◽  
Author(s):  
Maiju Strömmer
Keyword(s):  
Language Learning ◽  
Social Action ◽  
Learning Trajectories ◽  
Work Related ◽  
Related Language ◽  
Research Interviews ◽  
Interaction Order ◽  
Positioning Analysis ◽  
A Site ◽  
Key Participants

Cleaning is often the survival employment that migrants can get in their new home country. Ideally, the workplace can be a site for integration and language learning. This article explores how two migrants working as cleaners in Finland narrate their work-related Finnish language learning trajectories. The research is designed by applying nexus analysis (Scollon & Scollon, 2004), which focuses on social action in the intersection of interaction order, participants’ life experiences, and discourses in place. The social action in focus here is investment (Darvin & Norton, 2015), which means a commitment to developing language skills to achieve one’s aspirations. The article also analyses how language learners position themselves and are positioned by others, because positioning affects access to meaningful learning opportunities. Positioning analysis by Bamberg and Georgakopoulou (2008) in a small stories approach is applied to analyse the key participants’ oral narratives told in the context of ethnographic research interviews. Follow-up interviews conducted a year later are analysed to show how positioning changes over time. The study illustrates that investment in work-related language learning is meaningful when occupational development and language learning can be purposefully combined. However, migrants are positioned as a potential workforce in low-level jobs and their expertise is often ignored, which means that investments in language learning might not pay off in career development. Supporting educated migrants in finding appropriate employment would facilitate goal-oriented language learning.

scholarly journals Development of Training-Based Spelling Strategies for Female EFL Students: Case Study of a Saudi University

2018 ◽  
Vol 9 (1) ◽  
pp. 241
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
Abdul Rahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Control Group ◽  
Language Learning Strategies ◽  
Spelling Test ◽  
Related Language ◽  
Post Test ◽  
Spelling Strategies ◽  
Experimental Group

Spelling is a major challenge for EFL learners and students in their process of learning the English language. The aim of this study is to investigate the effectiveness of a training program based on certain spelling strategies to help EFL learners improve their spelling achievement. To do this, the differences between the experimental group and the control group, before and after the treatment, were examined. The participants were university students who were selected from a large sample and divided, and studied, in two experimental and control groups based on a spelling production pre-test. The first aim of this study is to examine whether significant differences occurred in spelling-related language learning strategies and English language spelling post-test between the control and experimental groups. The second aim is to examine whether significant differences exist between the mean scores of pre- and post-test of the English language spelling test and spelling-related language learning strategies. Spelling-related language learning strategies were measured using Kristine F. Anderson’s “spelling survey” strategies (1987). The spelling test and the spelling program were both prepared by the researchers. The research was conducted for three months, including the proposed program. Data from pre-post instruments was used to investigate the impact the intervention had on EFL in the development of spelling and the use of spelling strategies to learn English. Data from pre- and post- test instruments showed that there were statistically significant differences between the experimental group and the control group in the post-test spelling test as well as the spelling strategies questionnaire. The implemented treatment resulted in a significant improvement in the spelling skill of the experimental group. The results also revealed statistically significant differences between the pre-test and post-test results for the experimental group in the spelling test and the spelling strategies and also the fact that the experimental group improved in spelling skills after their participation in the program, as can be seen in the post-test. In light of these results, the study proposes a number of procedural recommendations that may contribute to raising awareness regarding the importance of teaching spelling strategies for EFL students.

scholarly journals Accreditation standard suggestions for teaching Turkish to foreigners

2020 ◽  
Vol 17 (3) ◽  
pp. 780-791
Author(s):  
Alparslan İkiel
Keyword(s):  
Language Learning ◽  
International Student ◽  
Student Mobility ◽  
Progressive Increase ◽  
English Summary ◽  
Accreditation Standard ◽  
Internal Conflicts ◽  
Globalizing World ◽  
Perception Of Quality ◽  
Language Schools

In recent years reasons, such as  migration movements to Turkey happened due to the internal conflicts in the geography where Republic of Turkey is located, and again, progressive increase of the number of the students who prefer Turkey in the international student mobility encountered in the globalizing world, require  this population, who does not know the Turkish language, to be in contact with the social environment where they live and state institutions in order to survive and benefit from humanitarian services. Language learning and usage has become an important need for them to carry out this communication in a healthy way. Due to these developments, there has been a serious demand for teaching Turkish to foreigners. With the aim of establishing a perception of quality and institutionalizing this perception in language schools that teach Turkish to foreigners; It is an important need to be able to offer quality standards suggestion to the accreditation association in Turkish teaching, which can be established in the future. The aim of this research is to develop accreditation standard suggestions for institutions teaching Turkish to foreigners. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Son yıllarda Türkiye Cumhuriyeti’nin bulunduğu coğrafyadaki çeşitli ülkelerin gerek kendi iç çatışmaları gerekse de diğer ülkelerin farklı müdahaleleri ile yaşanan çatışmalar nedeniyle Türkiye’ye göç hareketleri gerçekleşmiştir.  Diğer yandan küreselleşen dünyada yaşanan uluslararası öğrenci hareketliliğinde bölgesel ve ulusal bir güç olma yönündeki durumu, Türkiye’yi tercih eden yükseköğretim öğrencilerinin sayısının giderek artmasına neden olmuştur.  Bu nedenler Türkçenin yabancılara öğretiminin bazı akredite standartlarının olmasını gündeme getirmiştir.  Türk dilini bilmeyen bu nüfusun yaşamlarını sürdürebilmeleri insani hizmetlerden yararlanabilmeleri için bulundukları sosyal ortam ve devlet kurumları ile iletişim halinde olmalarını gerektirmiştir. Bu iletişimi sağlıklı bir şekilde gerçekleştirmeleri için dil öğrenimi ve kullanımı önemli bir ihtiyaç haline hale gelmiştir. Bu gelişmelere bağlı olarak yabancılara Türkçe öğretimine ciddi bir talep oluşmuştur. Yabancılara Türkçe öğretimi alanında eğitim veren dil okullarında bir kalite algısı oluşması önemlidir. Bu algının kurumsallaşabilmesi amacı ile ileride kurulabilecek Türkçe öğretiminde akreditasyon derneğine kalite standartları önerisi sunabilmek önemli bir ihtiyaçtır. Bu araştırmanın amacı yabancılara Türkçe öğretimi yapan kurumlar için akreditasyon standart önerileri geliştirmektir.

scholarly journals A rose by any other name…: Exploiting any literary text in the ESL/EFL classroom

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Shahzad Ahmad ◽  
Faiz Sathi Abdullah ◽  
Mohammad Yunus Ibrahim
Keyword(s):  
Language Learning ◽  
Intermediate Stage ◽  
Literary Text ◽  
Literary Texts ◽  
Authentic Materials ◽  
Multimodal Texts ◽  
Related Language ◽  
Critical Issues ◽  
Critical Skills ◽  
Efl Students

The paper argues that literature provides authentic materials for developing reading and related language skills in addition to other real world texts (e.g. advertisements, or multimodal texts downloaded from the Internet). Hence, the paper aims to demonstrate how literary texts can be employed in the English as a Second Language (ESL) or English as a Foreign Language (EFL) classroom to facilitate reading, language acquisition, and related critical skills, particularly at the pre-intermediate stage and above. Text selections from popular novels were analysed using Johns and Davies’ (1983) Text as Vehicle of Information (TAVI), and Text as Linguistic Object (TALO), as well as Clandfield’s (2005) Text as Springboard for Production (TASP) as a framework to design language learning/use activities. Source texts were selected from Ishiguro’s The Remains of the Day, Austen’s Pride and Prejudice, and Martel’s Life of Pi in view of these novels’ current salience in the literary world to address key research questions: 1) What reading skills and sub-skills can the literary texts help develop among ESL/EFL students? 2) What aspects of grammar and vocabulary can be exploited in the texts? 3) How can the texts be used as reflections of social reality to generate discussion of critical issues among students? The fact that these novels have been produced as films, which the learners could also watch in whole or part, is expected to stimulate further critical appreciation. The paper concludes that the value of such informed use of any literary text is that it exploits the literature-language nexus to provide the synergy needed for student learning in the ESL/EFL classroom and beyond.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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