The price of immersion: language learners as a cheap workforce in Malta’s voluntourism industry

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Larissa Semiramis Schedel
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Voluntary Work ◽  
Island State ◽  
Classroom Language ◽  
Mediterranean Island ◽  
Efficient Alternative ◽  
Travel Industry

Abstract This contribution treats “language immersion” as a linguistic ideology and explores narratives, practices, and subjectivities pertinent to that notion in the context of language-motivated voluntourism. Voluntourism programs offer short-term sojourns abroad, which combine voluntary work with holidays while promising “immersion” as an efficient alternative to classroom language learning. In the Mediterranean island state of Malta, whose population is mostly bilingual in English and Maltese, voluntourism has become an attractive product for the booming English language travel industry. Since there is a lack of critical sociolinguistic and second language acquisition research on the language learning trajectories of voluntourists, this piece examines the promise of immersion through the example of a hostel that figures as a workplace. Drawing on ethnographic data, it investigates how learning English through immersion while working abroad is imagined and promoted, whether or not it occurs, and what gains (linguistic or otherwise) it generates and for whom. The article argues that the voluntourism industry appropriates the discourse of immersion to responsibilize English learners for their linguistic self-skilling, thereby constituting them as neoliberal subjects that can easily be exploited as a cheap workforce.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Promoting Student Voice and Choice: Examples from a Secondary EL Classroom Project

2019 ◽  
Vol 16 (1) ◽  
pp. 1-33
Author(s):  
Emily Suh ◽  
Lisa Hoffman ◽  
Donna L. Albrecht ◽  
Scott Wade
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
English Learners ◽  
English Language ◽  
Gifted Students ◽  
High Ability ◽  
Secondary English ◽  
Multilingual Students ◽  
High School Class

A creative reflection project was designed and implemented for English learners in a newcomer high school class using instructional strategies which are often reserved for classes with gifted students. The researchers designed the project around two principles which are also hallmarks of high ability curriculum design: 1) an assumption that emerging multilingual students have high abilities and unrecognized talents, and 2) a commitment to students using their own agency to show their learning. We consider connections between instructional strategies used by English language learning specialists and high ability education specialists. The resulting asset-based project was aligned with the WIDA framework to support differentiation and assessment. This article discusses the successes and struggles that came from implementing this project with secondary English learners. We also share the materials created for this unit as well as considerations for other educators who might consider adapting or implementing a similar project.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

Research and Reflective Practice in the Pre-Literate ESL Classroom

2020 ◽  
pp. 243-271
Author(s):  
Vineetha Hewagodage
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
English Language ◽  
First Language ◽  
Literacy Skills ◽  
Structured Interviews ◽  
Language Program ◽  
English Only ◽  
Low Educated

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.

English-Language Learning at Their Fingertips

2015 ◽  
pp. 1950-1970 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

Sign in / Sign up

Export Citation Format

Share Document