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.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals O KOMUNIKACYJNYCH I MEDIACYJNYCH KOMPETENCJACH EGZAMINATORA NA EGZAMINIE USTNYM Z JĘZYKA OBCEGO (NA PRZYKŁADZIE EGZAMINU CERTYFIKACYJNEGO UW Z JĘZYKA FRANCUSKIEGO)

Neofilolog ◽  
2019 ◽  
pp. 9-27
Author(s):  
Radosław Kucharczyk ◽  
Jolanta Sujecka-Zając
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Oral Examination ◽  
Council Of Europe ◽  
Theoretical Part ◽  
The University

The purpose of this article is to reflect on the examiner’s mediation skills in the process of certifying speaking ability in a foreign language. In the theoretical part we discuss the principles of language proficiency certification in accordance with the guidelines of the Council of Europe and the specificity of certifying speaking ability. Then we present the results of our own research the aim of which was to evaluate the examiners’ mediation skills during the French oral examination at level B2 at the University of Warsaw.

University-Industry Linkage Through Business Incubation

2019 ◽  
pp. 223-244
Author(s):  
Dinis Caetano ◽  
Miguel T. Preto ◽  
Miguel Amaral
Keyword(s):  
Positive Impact ◽  
Participant Observation ◽  
Primary Data ◽  
Structured Interviews ◽  
Team Members ◽  
Management Board ◽  
Top Managers ◽  
The University

This chapter focuses on the role played by business incubators in developing and facilitating knowledge transfer, networks, and business support to tenant firms through a sustainable ecosystem. The authors conduct an in-depth qualitative case-study of one tech-based business incubator in Portugal—IPN, created in 1991 by the University of Coimbra—to provide insight on how the incubator's direction/management board and a group of incubatees perceive incubation and its impact. Primary data was collected via participant observation/focus group involving the incubators' CEO and six team members. Semi-structured interviews were carried out among the CEOs and top managers from 11 companies supported by IPN whether as (1) incubates, (2) under acceleration, and (3) graduates. Results show a positive impact of incubation on internationalization and growth for incubatees and companies under acceleration. However, there is a need for new post-incubation follow-up mechanisms and a normative context promoting richer interactions with graduates.

scholarly journals Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Li Xin ◽  
Zhang Jiayi
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Chinese Students ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Combining Data ◽  
The Uk ◽  
The University

<p>This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?</p>By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals Aligning the Stars: Understanding Digital Scholarship Needs to Support the Evolving Nature of Academic Research

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Christie Hurrell
Keyword(s):  
Academic Libraries ◽  
Local Community ◽  
Academic Research ◽  
Physical Space ◽  
Structured Interviews ◽  
Digital Scholarship ◽  
University Of Calgary ◽  
Library Staff ◽  
The University

Digital scholarship centres located within academic libraries are proliferating. This project gathered feedback from library staff and researchers at the University of Calgary to inform the development of a physical space and associated services to support the evolving nature of academic research. Semi-structured interviews were conducted, and the results were analyzed thematically. Common needs identified included access to interdisciplinary collaborators, technologies, and space. The library was beginning to renovate an existing space to support collaboration and, informed by this research, reconfigured and realigned services and expertise to support digital scholarship in a more cohesive manner. This study will be of interest to other academic libraries wishing to develop a digital scholarship centre that is responsive to the needs of their local community.

scholarly journals Experiences of University Student Volunteer Activities to Revitalize the Area Affected by the Kumamoto Earthquake

2021 ◽  
pp. 219-231
Author(s):  
Yukyong Jeong ◽  
Michikazu Hiramatsu ◽  
Kun Qian
Keyword(s):  
University Students ◽  
Local Community ◽  
University Student ◽  
Kumamoto Earthquake ◽  
Disaster Area ◽  
Student Volunteer ◽  
Student Volunteers ◽  
Over Time ◽  
Volunteer Group

AbstractThe purpose of this paper is to clarify the situation and issues of volunteer activities through the example of the students’ voluntary activities after the Kumamoto earthquake. In the case study, we described the volunteer activities of Tokai University students starting from the time immediately after the Kumamoto Earthquake, and the revitalization activities they conducted in the disaster area. We focused on how the motivations and actions of university students are changing over time. The students of the Faculty of Agriculture of Tokai University established a student volunteer group called Aso Fukkoheno Michi which means “Path for Revitalization of Aso”. The group is currently working on the revitalization of Minami-aso Village, with a particular focus on developing the sustainability of the Kurokawa area. With this intention, members of Aso Fukkoheno Michi started to tell the story of Minami-aso Village to visitors. Through this storytelling activity, the students are able to convey their own experiences of the disaster to visitors. From the survey conducted among student volunteers, we learned about the effective ways in which the students undertook such activities. However, we identified problems faced by the volunteers regarding the continuation of their efforts in the future, and regarding maintaining their involvement with the local community.

scholarly journals Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives

2021 ◽  
pp. 39
Author(s):  
Esther Nieto Moreno de Diezmas ◽  
Alicia Fernández Barrera
Keyword(s):  
Second Language Acquisition ◽  
Teacher Training ◽  
Language Proficiency ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
La Mancha ◽  
Training Plan ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
The University

English-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the stances of lecturers involved in various internationalization programmes in regard to the challenges that EMI inception and implementation entails, such as language and content integration, English proficiency of teachers and students, teachers’ drives, teacher training needs and institutional support, among other issues. To gain a more comprehensive insight into the development of EMI, data were collected by means of semi-structured interviews with three separate groups of lecturers: (i) EMI practitioners, (ii) lecturers interested in EMI and (iii) lecturers from the Department of Modern Languages, experts in second language acquisition (SLA) and bilingual education. The results showed that the implementation of EMI at the University of Castilla-La Mancha (UCLM) is still in its infancy and there are several areas for improvement such as (i) the approval of a multilingual language policy that includes a specific and legally-binding protocol for lecturer recruitment and commitment in the programme, and (ii) the design of a more comprehensive teacher training plan offering accreditation to enter EMI and supporting effective implementation by means of in-service courses.

scholarly journals Sources and Levels of Foreign Language Speaking Anxiety of English as a Foreign Language University Students with regard to Language Proficiency and Gender

2015 ◽  
Vol 4 (1) ◽  
pp. 49 ◽  
Author(s):  
Emre Debreli ◽  
Seren Demirkan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Language Anxiety ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Language Classroom ◽  
Efl Students ◽  
And Gender ◽  
Turkish Cypriot

<p>Although foreign language anxiety is a widely explored subject in the area of English as a Foreign Language (EFL), studies that focus on the speaking anxiety in EFL, as well as the gender and language proficiency level–anxiety relationship, are rare. The present study investigates the phenomenon in an EFL context and analyzes the levels of EFL students’ speaking anxiety and the sources that make them anxious. It also explores whether there is any relationship between anxiety and students’ language proficiency level and gender. Data were gathered from 196 Turkish and Turkish Cypriot students through questionnaires (Foreign Language Classroom Anxiety Scale), as well as through semi-structured interviews with 10 students who participated in the questionnaires. The findings indicated that the students generally had low level of speaking anxiety, although students with a higher level of language proficiency had a higher level of anxiety compared with that for students with a lower level of language proficiency. No statistically meaningful difference was observed with regard to students’ gender and anxiety levels. Factors that caused anxiety—such as difficulty in pronunciation, being asked immediate questions by the teacher, not understanding the question asked by the teacher—not found in the current literature also emerged from the present study. Implications for teacher education are also discussed.</p>

A dynamic, usage-based approach to teaching L2 Dutch

2015 ◽  
Vol 4 (2) ◽  
pp. 257-264
Author(s):  
Dietha Eugenie Simone Koster
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Exploratory Study ◽  
Learning Motivation ◽  
Teaching Program ◽  
Second Language Development ◽  
Approach To Teaching ◽  
Language Context ◽  
The University

Language teaching follows trends in theory of second language development (SLD). In recent years, a dynamic, usage-based (DUB) approach to SLD has gotten theoretical foothold. With DUB principles in mind, a teaching program was developed for teaching Dutch as a second language (L2), where authentic input stood central. The program was based on a popular Dutch movie and has been applied in a foreign language context, working with advanced, German learners of L2 Dutch at the University of Münster (Germany). In an exploratory study, we examined what effect the program had on students´ motivation and general language proficiency. Results indicate that students appreciated the method in several ways (learning, motivation) and that they showed a significant increase in language proficiency. The aim of this report is to provide supported ideas for engaging and effective L2 teaching.

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