Adult Immigrants’ Perspectives on Courses in Icelandic as a Second Language: Structure, Content, and Inclusion in the Receiving Society

2021 ◽  
pp. 1-16
Author(s):  
Lara Hoffmann ◽  
Pamela Innes ◽  
Anna Wojtyńska ◽  
Unnur Dís Skaptadóttir
Keyword(s):  
Second Language ◽  
Language Structure ◽  
Adult Immigrants

LEARNING TO SEE: TEACHING AMERICAN SIGN LANGUAGE AS A SECOND LANGUAGE (2nd ed.).Sherman Wilcox and Phyllis Perrin Wilcox. Washington, DC: Gallaudet University Press, 1997. Pp. x + 145. $19.95 cloth.

1998 ◽  
Vol 20 (1) ◽  
pp. 124-125
Author(s):  
Timothy Reagan
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
American Sign Language ◽  
Sign Language ◽  
Communicative Competence ◽  
Washington Dc ◽  
American Sign ◽  
Language Structure ◽  
University Level

American Sign Language (ASL), both as the focus of scholarly study and as an increasingly popular foreign-language option for many secondary and university level students, has made remarkable strides during recent years. With respect to the linguistics of ASL, there has been a veritable revolution in our understanding of the nature, structure, and complexity of the language since the publication of William Stokoe's landmark Sign Language Structure in 1960. Works on both theoretical aspects of the linguistics of ASL and on the sociolinguistics of the Deaf community now abound, and the overall quality of such works is impressively high. Also widely available now are textbooks designed to teach ASL as a second language. Such textbooks vary dramatically in quality, ranging from phrasebook and lexical guides to very thorough and up-to-date works focusing on communicative competence in ASL.

Second Language Acquisition by Adult Immigrants: Exemplified Methodology

1986 ◽  
Vol 8 (3) ◽  
pp. 265-275 ◽  
Author(s):  
Anne Trévise ◽  
Rémy Porquier
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Spanish Speakers ◽  
Natural Setting ◽  
European Project ◽  
Project Data ◽  
Adult Immigrants

The description of second language acquisition by adult immigrants in a natural setting raises specific methodological questions. This paper attempts to clarify some of these problems using the European Project data (Perdue, 1982) in three different areas: (1) the acquisition and use of the over-generalized marker <se> (c'est in target French); (2) the acquisition of reference to time; and (3) the acquisition of reference to space by adult Spanish speakers in France.

Culture Through Poetry

2020 ◽  
pp. 29-43
Author(s):  
Hannah Grace Morrison
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Environment ◽  
Language Poetry ◽  
Cultural Artifact ◽  
Language Structure ◽  
Basic Language ◽  
Language Classroom ◽  
The Many ◽  
Culture And Language

Culture is an essential and challenging part of teaching a second language. For the basic language classroom, instructors play a fundamental role in presenting and creating a space for learning about language forms themselves and learning about how that language is used in context. Poetry is a unique way to analyze both language and cultural artifact. There are a plethora of forms that are represented within poetry, and there are many ways to connect language learning to culture itself. Instructors must take initiative and be intentional with each activity that is incorporated into learning a new language. Poetry is but one of the many ways that culture and language can be analyzed thoroughly, and in this chapter, poetry forms are analyzed as both language structure examples and as a cultural and contextual resource that enriches the classroom environment.

scholarly journals Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Vanesa Alonso González
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Formal Education ◽  
Second Language Learners ◽  
Pedagogical Issues ◽  
Research And Practice ◽  
Education Theory ◽  
Speakers Of Other Languages ◽  
Adult Immigrants ◽  
Theory Research

Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.

scholarly journals Formation of foreign communicative competence of adult immigrants in the USA

2014 ◽  
Vol 4 (1) ◽  
pp. 38-44
Author(s):  
Olesya Sadovets
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Communicative Competence ◽  
The United States ◽  
Contextualized Curriculum ◽  
The Usa ◽  
Definition Of ◽  
Adult Immigrants

ABSTRACT The necessity of forming foreign communicative competence of adult immigrants has been substantiated. The topicality of this issue for Ukraine has been defined. The experience of Global Talent Bridge, an initiative of World Education Services that is dedicated to helping skilled immigrants fully utilize their talents and education in the United States, concerning formation of adult immigrants’ communicative competence has been analyzed. It has been defined that their research concerning organization and realization of contextualized education of adult immigrants aimed at the formation of communicative competence in the process of learning English as a second language has positive results and can be used as a basis for formation of communicative competence of Ukrainian emigrants. Principles of communicative approach to learning a language and the essence of learning for specific purposes have been defined. It has been determined that the education of adult immigrants aimed at the formation of communicative competence is sure to presuppose the availability of contextualized curriculum. The definition of contextualized curriculum has been given. It has been stated that in the process of its elaboration it is necessary to take into consideration the aim of immigrants’ language learning, the priority of fluency and proficiency of language, principles of learning a foreign language by adults, communicative aspect of learning a language, the necessity of forming skills of Basic Interpersonal Communication and Cognitive Academic Language Proficiency; usage of special tests for checking skills of communicative competence, different types of lessons for proficient knowledge of everyday English as a second language.

In Search of Systematicity in Interlanguage Production

1986 ◽  
Vol 8 (2) ◽  
pp. 119-133 ◽  
Author(s):  
Jacquelyn Schachter
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Target Language ◽  
Hypotheses Testing ◽  
Working Hypothesis ◽  
Language Structure ◽  
Procedural Decisions ◽  
Learner Language

This study evaluates a working hypothesis held by a number of second-language researchers that second-language learners progress in their acquisition of target language structure by observing regularities in their input, implicitly forming hypotheses, testing those hypotheses against further input, and revising some while dropping others as a result of their fit with the input. The study considers four possible sources for variability encountered in learner language: (1) the situation(s) in which particular forms are produced; (2) the learner's encoding and decoding capabilities; (3) the target language itself, whereby systematicity at one level may leave variability at another; and (4) the analyst and procedural decisions that may effect the perception of variability. The study concludes that the analyst's task must match in complexity that of the language learner if the fullness of the learner's accomplishments is to be captured accurately.

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