scholarly journals The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Kevin Lang ◽  
Erez Siniver
Keyword(s):  
Language Acquisition ◽  
Cross Section ◽  
Host Country ◽  
English Language ◽  
English Language Acquisition ◽  
Highly Educated ◽  
Russian Immigrants ◽  
English Speaking ◽  
Low Levels

Abstract Using a unique sample of Russian immigrants and native Israelis, we examine the return to English knowledge. Panel and cross-section estimates of the return to English are substantial for highly educated immigrants and natives. Hebrew and English language acquisition contribute to immigrant/native earnings convergence, but most convergence is explained by other factors. While immigrants with low levels of education do not benefit from knowing English, native Israelis may. Conditional on occupation, English and Hebrew acquisition are largely orthogonal. Therefore earlier work on the importance of knowledge of the host-country language (Hebrew) is not significantly biased by unmeasured English knowledge.

scholarly journals The Earnings Disadvantage of 21st Century Immigrants in the United States

2018 ◽  
Vol 64 (1) ◽  
pp. 31-44
Author(s):  
Fahad Gill ◽  
Waseem Ahmad
Keyword(s):  
United States ◽  
Human Capital ◽  
Language Proficiency ◽  
21St Century ◽  
English Language ◽  
Decomposition Analysis ◽  
The United States ◽  
Highly Educated ◽  
English Speaking ◽  
Low Levels

This article provides a comprehensive analysis of the earnings disadvantage of 21st century immigrants in the United States. The study is the first to decompose the earnings disadvantage faced by recent immigrants to present the channels through which immigrants lag behind their native counterparts. The decomposition of the earnings disadvantage reveals that the time spent in the United States is the key determinant of the earnings disadvantage. Other important sources of the earnings disadvantage of immigrants are the levels of English-language proficiency and educational attainment. The decomposition analysis also suggests that low levels of human capital cause an even larger disadvantage for immigrants in the years following the 2008-2009 recession as compared with the corresponding relative returns of the prerecession period. The decomposition analysis and trends in returns to human capital variables highlight the merits of a selective immigration system that favors young, English-speaking, and highly educated individuals. JEL Classifications: J1, J3, J6

How do Multilingual Children Experience English Language Acquisition in an Urban Indian School?

2020 ◽  
Vol 17 (2) ◽  
pp. 202-236
Author(s):  
Subhashini Rajasekaran ◽  
Rajesh Kumar
Keyword(s):  
Language Acquisition ◽  
English Language ◽  
National Policy ◽  
School Level ◽  
System Level ◽  
Education Policies ◽  
English Language Acquisition ◽  
Urban Indian ◽  
English Speaking ◽  
The Cost

In the multilingual, multicultural emerging economy of India, the language debate may seem to have settled with the adoption of the Three-Language Formula in the first National Policy of Education 1968. However, 50 years later, does this policy still hold? Has research on language acquisition informed our education policy and classroom practices, at the school level and the system level? This research attempts to understand how language practices manifest themselves in an urban middle-class English-medium school with multilingual and non-English-speaking students. We examine the students’ communicative practices to uncover some of the patterns in language acquisition across three primary grades and two income levels, using empirical data from survey questionnaires, classroom observations, videography and closed- and open-ended interviews. We present some hypotheses and analyse these against the organisational structure and culture of the school and the larger socio-economic and political context of the education system. The findings suggest that strict compartmentalising of languages for learning, at the cost of isolating social and linguistic identities, is likely to be counterproductive and unsustainable. The sooner we adapt our education policies and practices to support the multilingual practices of students and by association, their diverse identities, greater the possibility of building a strong and confident citizenry.

scholarly journals Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations

IEEE Access ◽  
2017 ◽  
Vol 5 ◽  
pp. 19033-19047 ◽  
Author(s):  
Monther M. Elaish ◽  
Liyana Shuib ◽  
Norjihan Abdul Ghani ◽  
Elaheh Yadegaridehkordi ◽  
Musaab Alaa
Keyword(s):  
Language Acquisition ◽  
Mobile Learning ◽  
English Language ◽  
English Language Acquisition

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 723-740
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 263-279
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Appraisal Theory

2015 ◽  
pp. 358-379 ◽  
Author(s):  
Patient Rambe
Keyword(s):  
Language Acquisition ◽  
Power Relations ◽  
English Language ◽  
Appraisal Theory ◽  
First Year ◽  
Esl Students ◽  
English Language Acquisition ◽  
Asymmetrical Power ◽  
Expert Novice

While Writing Centres provide dialogic spaces for student articulation of voice, they insufficiently deal with asymmetrical power relations built into expert-novice conversations, which potentially disrupt novices' democratic expression of their voices. Yet the conversational nature of Facebook presents opportunities for ESL students to express their voices. This chapter: 1) Employs draft essays of first-year ESL students submitted to a Writing Centre to unravel their challenges with asserting their voice, 2) Uses reflective narratives of Writing consultants and ESL students to understand how their English language acquisition is impacted by their appropriation of Facebook and 3) Unravels how Facebook complements the mandate of Writing Centres of developing the academic voice of students. Findings suggest that students lacked confidence in asserting their authorial presence and familiarisation with academic conventions. Students and consultants' essays demonstrated a balanced appropriation of attitudinal and judgement categories and engagement resources, with implications for the potential of Facebook to mediate student expression of their voice.

scholarly journals Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language

2020 ◽  
Vol 8 (1) ◽  
pp. 70
Author(s):  
Khaled Elkotb Mahmoud Elshahawy
Keyword(s):  
Language Acquisition ◽  
Undergraduate Students ◽  
English Language ◽  
Structured Interview ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
English Language Acquisition ◽  
Self Confidence ◽  
Study Results ◽  
Affective Variables

The present study aimed at indicating the effect of the affective variables (motivation, attitude, self-confidence and willingness to communicate) on the acquisition and learning of English language among the students of Languages and Translation Departments in the Kingdom of Saudi Arabia. The study participants were 40 students (20 males and 20 females) from the students specialized in English language. The study used three instruments: The semi-structured interview, affective variables questionnaire (AVQ) and English language proficiency observation checklist (ELPOC). The study adopted the quasi-experimental design mixed with the qualitative interpretation. The study employed the correlational analysis and the simple liner regression to indicate the relationship between the independent and dependant variables. The findings of the study showed that there is a positive significant relationship between the affective variables (motivation, attitude, self-confidence and willingness to communicate) and the process of English language acquisition as a second language. The study also demonstrated that the most influential factors in the learners' English language acquisition process is their willingness to communicate. Recommendations and suggestions based on the study results were directed to the L2 (EFL/ESL) instructors and all the specialists in English language acquisition and learning.

Sign in / Sign up

Export Citation Format

Share Document