9. Sociolinguistic Influences on the Linguistic Achievement of Bilinguals: Issues for the Assessment of Minority Language Competence

2013 ◽  
pp. 175-193 ◽  
Author(s):  
Enlli Môn Thomas ◽  
Virginia C. Mueller Gathercole ◽  
Emma K. Hughes
Keyword(s):  
Minority Language ◽  
Language Competence ◽  
Linguistic Achievement

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

The Politics of Arabic in Israel

2017 ◽  
Author(s):  
Camelia Suleiman
Keyword(s):  
Qualitative Methods ◽  
Language Policy ◽  
Language Choice ◽  
Minority Language ◽  
The Other ◽  
Official Language ◽  
Political Identities ◽  
Production Of Knowledge ◽  
The One

Arabic became a minority language in Israel in 1948, as a result of the Palestinian exodus from their land that year. Although it remains an official language, along with Hebrew, Israel has made continued attempts to marginalise Arabic on the one hand, and secutise it on the other. The book delves into these tensions and contradictions, exploring how language policy and language choice both reflect and challenge political identities of Arabs and Israelis. It combines qualitative methods not commonly used together in the study of Arabic in Israel, including ethnography, interviews with journalists and students, media discussions, and analysis of the production of knowledge on Arabic in Israeli academia.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

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