Second-Language Fluency and Person Perception in China and the United States

1991 ◽  
Vol 10 (2) ◽  
pp. 99-113 ◽  
Author(s):  
Michael J. White ◽  
Yan Li
Keyword(s):  
United States ◽  
Second Language ◽  
Person Perception ◽  
The United States ◽  
Language Fluency

Guide to Academic Libraries in the United States for Students of English as a Second Language

1981 ◽  
Vol 15 (2) ◽  
pp. 198
Author(s):  
Barbara Brock ◽  
Patricia Byrd ◽  
Carol A. Drum ◽  
Barbara Jean Wittkopf
Keyword(s):  
United States ◽  
Second Language ◽  
Academic Libraries ◽  
The United States

A Photo-Narrative of the Sociolinguistic and Sociocultural Identities of a Refugee Adolescent

2019 ◽  
pp. 233-250
Author(s):  
Alex P. Davies
Keyword(s):  
United States ◽  
Second Language ◽  
Identity Construction ◽  
Summer School ◽  
First Language ◽  
The United States ◽  
Refugee Camp ◽  
Literacy Skills ◽  
Refugee Status ◽  
School Year

One's linguistic discourse is directly linked to his or her identity construction. The author conducted a qualitative study that investigated the sociolinguistic and sociocultural identities, both current and imagined, of a newly arrived adolescent of refugee status, named Yerodin, through a photo-narrative approach. Yerodin was unique in that he was 11 years old when he arrived to the United States but did not have any prior formalized schooling. Therefore, he was illiterate in both his first language of Swahili and second language of English. This study took place during a summer school program that sought to develop Yerodin and his siblings' literacy skills before the upcoming school year. Findings illustrated Yerodin's current identity as one who appreciated his experiences in the refugee camp prior to resettlement and as an English learner. Furthermore, Yerodin realized that English, his second language, and academics were key to accessing his desired communities of identity, including aspects of American culture and friendships with “American peers.”

Second-language learners and taboo words in American English

English Today ◽  
1996 ◽  
Vol 12 (3) ◽  
pp. 44-49 ◽  
Author(s):  
Norma A. Register
Keyword(s):  
United States ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
American English ◽  
The United States ◽  
Taboo Words

A review of the problems learners of English can have with actual and borderline taboo usages in the United States

Teachers’ Declared Intentions to Shift Practice to Incorporate Second Language Acquisition (SLA) Theories

2017 ◽  
Vol 8 (6) ◽  
pp. 1023 ◽  
Author(s):  
Paul Markham ◽  
Mary Rice ◽  
Behnaz Darban ◽  
Tsung-Han Weng
Keyword(s):  
United States ◽  
Second Language ◽  
Teacher Preparation ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
The United States ◽  
Domestic Students ◽  
Contested Terrain ◽  
Intentions To Change

While the number of English Learners (ELs) in the United States is steadily growing in most states, teacher preparation for working with ELs is far from universal. It fact, it is contested terrain as to whether information about topics like Second Language Acquisition (SLA) are helpful generally, and if so, what theories teachers are willing to adopt. The purpose of this study was to learn whether teachers in an SLA theory course would declare intentions to change their notions about SLA and express them as desire to shift practice. We also wondered if there were differences in pre-service versus in-service and international versus domestic students. The results confirmed that the participants were willing to change their initial theories because of participating in a second language acquisition course that presented information about SLA theories at a Completely Different or Somewhat Different level by the end of the course.

Guide to Academic Libraries in the United States for Students of English as a Second Language

1981 ◽  
Vol 15 (4) ◽  
pp. 472
Author(s):  
Louise Damen ◽  
Patricia Byrd ◽  
Carol A. Drum ◽  
Barbara Jean Wittkopf
Keyword(s):  
United States ◽  
Second Language ◽  
Academic Libraries ◽  
The United States

Language Fluency and the Evaluation of Cultural Faux Pas: Russians Interviewing for Jobs in the United States

2005 ◽  
Vol 68 (2) ◽  
pp. 103-120 ◽  
Author(s):  
Andrew Molinsky
Keyword(s):  
United States ◽  
Cultural Differences ◽  
Professional Competence ◽  
The United States ◽  
Shielding Effect ◽  
Inappropriate Behavior ◽  
Language Fluency ◽  
Foreign Culture ◽  
Negative Impression

How are nonnatives evaluated when committing cultural faux pas, and how does their fluency in the language of the foreign culture affect the evaluation of their culturally inappropriate behavior? I address these questions in the context of Russian professionals learning to interview for jobs in the United States, an arena of strong cultural differences where cultural faux pas can occur easily. Building upon previous research on stereotypes and stigma, and upon research on accounts and discounting, I find that language fluency has a contingent effect on the evaluation of culturally inappropriate behavior. When an individual is assessed on interpersonal dimensions, poor language fluency leads to a less negative impression of culturally inappropriate behavior, but this shielding effect is reversed when the dimension of evaluation is professional competence.

scholarly journals ¿Aproximación Natural o Método Cognitivo? La Enseñanza del Español como Segunda Lengua / Natural Approach OR Cognitive Method? The Teaching of Spanish as a Second Language

2018 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Enriqueta Claudia Serrano Romero
Keyword(s):  
United States ◽  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
The United States ◽  
Cognitive Approach ◽  
Natural Approach ◽  
Current Alternative

ABSTRACTIn the United States, typically since the 1970s, among the instructors dedicated to the teaching of a Second Language (L2) there is a great dilemma that may be caused by an apparent pedagogical confusion about the term competence and the teaching of grammatical rules. Cognitive approach has been feasible and current alternative for teaching a second language. However, literature in the field shows that teaching a foreign language is much more complex aspect than a simple choice. Also, it has been perceived that the student's purpose is not only using the language in regular basis of communicating but also in academic and professional settings. Second language learners must distinguish between acquiring a language and learning it.RESUMENEn los Estados Unidos, típicamente desde la década de los 70’s, los instructores que se enfrentan al dilema sobre qué método es más conveniente para la enseñanza de una segunda lenguas. La aparente causa puede ser la confusión pedagógica sobre el término de competencia y la enseñanza de las reglas gramaticales. Los instructores han recurrido al método cognitivo por figurar éste como la alternativa viable e inmediata para tal propósito. Sin embargo, la literatura especializada muestra que el tema sobre los métodos de instrucción de lenguas extranjeras resulta ser un problema más complejo que el de una simple elección, particularmente cuando se percibe que el propósito del estudiante no es sino sólo lograr el manejo de un idioma extranjero para la comunicación en todos los ámbitos y para cuestiones académicas y profesional, lo que involucra distinguir entre adquirir una lengua y aprenderla

The Effect of Reading on the Acquisition of English Relative Clauses

1996 ◽  
Vol 113-114 ◽  
pp. 263-273 ◽  
Author(s):  
Yon Ok Lee ◽  
Stephen D. Krashen ◽  
Barry Gribbons
Keyword(s):  
United States ◽  
Second Language ◽  
Relative Clause ◽  
Relative Clauses ◽  
The United States ◽  
Length Of Residence ◽  
Pleasure Reading ◽  
Formal Study ◽  
Input Hypothesis ◽  
English Relative Clauses

Abstract 49 adult acquirers of English as a second language took two tests probing restrictive relative clause competence. The amount of reported pleasure reading done by subjects were the only significant predictor of both measures. Neither years of formal study nor length of residence in the United States was a significant predictor. These results are consistent with the input hypothesis.

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