scholarly journals The Role of Languages and Cultures in the Integration Process of Migrant and Local Communities

2020 ◽  
Vol 16 (1) ◽  
pp. 112-130
Author(s):  
Daiva Pundziuvienė ◽  
Jurgita Cvilikaitė-Mačiulskienė ◽  
Jūratė Matulionienė ◽  
Smiltė Matulionytė
Keyword(s):  
Local Governments ◽  
Quantitative Research ◽  
English Language ◽  
Local Area ◽  
Russian Language ◽  
Target Language ◽  
Positive Contribution ◽  
Structured Interviews ◽  
Language And Culture ◽  
2030 Agenda

SummaryThere is no denying that fact that migration is a sensitive economic, political and social issue, which European institutions together with researchers and policy makers have been working on trying to create the cohesion between migrant and host communities. It has been widely recognized that attitudes towards migrants tend to be more positive when migrants have an opportunity to reveal their linguistic and cultural diversity to non-migrants. Researchers claim that local governments and municipalities “must be part of a framework of multi-level governance” for migrants’ integration (OECD, 2017). The 2030 Agenda for Sustainable Development highly recognizes the positive contribution of migrants, who deserve to live in a “just, equitable, tolerant, open and socially inclusive world” (2030 Agenda, 2015). Existing research has acknowledged that migrants make low use of local services, such as police, hospitals, educational institutions or leisure facilities due to language barriers and uncertainty on rules of engagement (Sime & Fox, 2014), cultural barriers and issues of trust in services (Alpers, 2016) or social exclusion (Arai, 2006). In order to develop insight into the realities of integration and social cohesion between migrant and host communities in Great Britain, in 2019 this study used a survey to explore how trust and meaningful interaction between all sections of the community could be created by providing social and educational activities for migrant and host communities in Boston, the UK. Furthermore, the research aimed to answer the question whether learning about another culture could increase understanding of how one’s own culture shapes the perceptions of oneself, of the world and of our relationship with others. The research sample was a group of 18 adults of non-migrant / British communities and a group of 15 adults of migrant communities / ESOL students who were attending the language and culture sessions with professional bilingual teachers. The first research sample, for which Lithuanian, Polish and Russian language and culture workshops were delivered, was carefully chosen to represent the native residents dealing with new arrival communities in their daily lives. The interactive workshops on the English language and British culture were delivered to the second focus group, ESOL students. All members of the focus groups expressed their primary wish to learn basic skills in the target language and improve their communication within the local area avoiding social tensions, cultural and linguistic misunderstandings. To explore the needs, experiences and attitudes of both migrant and host communities, a quantitative research methodology was applied, and short semi-structured interviews were conducted.

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way. 

Exploring the Difficulties Encountered by the Non-English Department Students in Learning the English Language: A Study on the Tertiary Level of Education in Bangladesh

2021 ◽  
pp. 47-55
Author(s):  
Md. Musrifur Jelane
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Tertiary Level ◽  
English Department ◽  
Research Approach ◽  
Structured Interviews ◽  
Public And Private ◽  
Level Of Education ◽  
English Departments

Most of the non-English departments at the tertiary level of education in Bangladesh conduct the English language course for the development of English language skills of the non-English department students. However, the non-English department students at the tertiary level of education in Bangladesh face many troubles in learning the English language efficiently. The purpose of this study was to explore the difficulties encountered by the non-English department students at the tertiary level of education in Bangladesh in learning the English language. This study followed a quantitative research approach. Data collected from 100 non-English department students both from public and private universities of Bangladesh through survey questionnaires and semi-structured interviews. The findings of this study disclosed that the non-English department students face the most difficulty in productive skills (speaking and writing). Moreover, duration of the class and semester, syllabus design, needs analysis, classroom techniques, and methods are the significant factors that affect the English language learning of the non-English department students.

Integrating Culture in Language Preparatory Programs

2020 ◽  
pp. 433-451
Author(s):  
Enisa Mede ◽  
Zeynep Mutlu Cansever
Keyword(s):  
English Language ◽  
Classroom Observations ◽  
Sample Population ◽  
Structured Interviews ◽  
Language And Culture ◽  
Preparatory Program ◽  
Culture Teaching ◽  
Preparatory Programs ◽  
Program Data

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

THE ROLE OF LEARNER SUBJECTIVITY AND KOREAN ENGLISH LANGUAGE LEARNERS’ PRAGMATIC CHOICES

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Zohreh R. Eslami ◽  
Heekyoung Kim ◽  
Katherine L. Wright ◽  
Lynn M. Burlbaw
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Target Language ◽  
Pragmatic Language ◽  
Structured Interviews ◽  
Advanced Learners ◽  
Pragmatic Transfer ◽  
Cross Cultural Comparison ◽  
Esl Learners ◽  
The Impact

AbstractThe main goal of this study was to identify factors motivating pragmatic transfer in advanced learners of English. Based on a cross-cultural comparison of requesting behavior between Koreans and Americans, this study determined the impact of individual subjective motives on pragmatic language choice. Two different groups of subjects participated in this study: 30 Korean participants (KK) and 30 American college students (AE). Data were collected by using a Discourse Completion Task (DCT). Korean (KK) participants provided the data for Korean (KK) and English versions of DCT (KE). Semi-structured interviews were also conducted with 13 Korean ESL learners who showed the most and least amount of pragmatic transfer. Findings showed evidence of pragmatic transfer in the request responses given by Korean ESL learners in their requestive strategies, level of directness, and perspectives of head acts. The interview data revealed that Korean students were conscious of differing rules for making requests. Learners’ judgment of L2 pragmatic norms, perception of their own language, and their attitudes of the target language influence language use. Furthermore, findings showed that purpose of learning English, different types of motivation, and the length of intended residence contribute to the extent of pragmatic transfer

Where does a New English dictionary stop? On the making of the Dictionary of South African Indian English

English Today ◽  
2013 ◽  
Vol 29 (1) ◽  
pp. 36-43
Author(s):  
Rajend Mesthrie
Keyword(s):  
South African ◽  
English Language ◽  
The United States ◽  
Target Language ◽  
Linguistic Features ◽  
Indian English ◽  
Post Colonial ◽  
Language And Culture ◽  
Colonial India ◽  
Australian English

This paper reflects on the recently published Dictionary of South African Indian English (Mesthrie, 2010, henceforth DSAIE) in terms of the decisions that have to be made over content in a New English variety. ‘New English’ is used in the commonly accepted sense of a variety that has arisen as a second language in a multilingual context, mainly under British colonialism, but which has gained an identity of its own on account of its characteristic linguistic features which differ from those of the erstwhile target language, viz. educated British English. Dictionaries of English outside of England and the United States of America are no longer novel: well-known efforts include the Macquarie Dictionary of Australian English (Butler et al., 2009) and The Dictionary of South African English on Historical Principles (Silva et al., 1996). In the same vein Hobson-Jobson (Yule & Burnell, 1886) recorded the lexis of colonial India, concentrating more on the vocabulary of the British there, though usage characteristic of Indians is also cited. Post-colonial India is still served by lexicographers of British origins: Hanklyn-Janklin (Hankin, 1994) and Sahibs, Nabobs and Boxwallahs (Lewis, 1991) are both true to the Hobson-Jobson tradition in feel and style, whilst being fairly up-to-date. I am unaware of any systematic dictionary work treating of the more colloquial words of Indian English, this 30 years on from Braj Kachru's (1983) article ‘Toward a Dictionary’. The popular guidebook series Lonely Planet has stolen a march on the lexicographers in producing a vibrant, popular book Indian English: Language and Culture (2008), with an emphasis on vocabulary amidst other culture lessons. The new internet era has also provided online dictionaries, the most sophisticated in my experience being the Dictionary of Singlish and Singapore English launched in 2004 (www.singlishdictionary.com).

scholarly journals Students’ Perceptions Towards Extensive Reading In Efl Contexts

2021 ◽  
Vol 1 (2) ◽  
pp. 99-104
Author(s):  
Rini Lindawati
Keyword(s):  
Language Proficiency ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Language Education ◽  
Target Language ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Learning English

Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.

Integrating Culture in Language Preparatory Programs

2020 ◽  
pp. 391-409
Author(s):  
Enisa Mede ◽  
Zeynep Mutlu Cansever
Keyword(s):  
English Language ◽  
Classroom Observations ◽  
Sample Population ◽  
Structured Interviews ◽  
Language And Culture ◽  
Preparatory Program ◽  
Culture Teaching ◽  
Preparatory Programs ◽  
Program Data

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

scholarly journals Yemeni EFL Learners’ Identity Conflicts: An Exploratory Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 268
Author(s):  
Rais Ahmed Attamimi ◽  
Nasser Omer M. Al-Tamimi ◽  
Jon Andrew Chittick
Keyword(s):  
Language Learning ◽  
English Language ◽  
Case Study Research ◽  
Sampling Technique ◽  
Target Language ◽  
Structured Interviews ◽  
Exploratory Case Study ◽  
Identity Conflicts ◽  
High Level

The importance of the concept of “identity” in the context of language learning is unassailable. Stemming from this premise, the current study is intended to explore the identity conflicts of a group of Yemeni learners who were studying English, as well as the techniques and strategies used to mitigate and/or lessen the conflicts between their actual identity and the identity associated with the target language, i.e., English. This research project used a qualitative exploratory case study research design with a sample of 20 students who were requested to write their journal diaries. Following that, semi-structured interviews were conducted using the double-sampling technique to select 10 of the previously sampled students who were proven to have written the most stimulating and intriguing journal entries. From the results of the study, tangible identity conflicts between the Yemeni culture and society at large and the implied behaviors and conventions accompanying the intensive study of the English language became apparent. The students exhibit a high level of motivation and they also exert their efforts using different techniques and strategies to excel at the learning and/or acquisition of the speaking skill of the English language. These conflicts may be consciously or subconsciously realized by the language learners, but what has been proven is that their attitudes, motivation and general inclinations towards the goal of speaking with a native or a native-like accent are unquestionably genuine. Lastly, the study suggested or recommended a revamp of the current textbooks giving teachers more training sessions in order to improve their individual repertoire, as well as a higher degree of awareness upon the part of the Yemeni society at large that these conflicts can interfere with the strong motivations, both aspirational and actual, to achieve the learning outcomes of the nation’s most promising future leaders and pioneers.

scholarly journals The Factors that Affect Qatari College Students’ Motivation and Attitudes to Learn English

2017 ◽  
Vol 8 (1) ◽  
pp. 259-269
Author(s):  
Sabah Salman Sabbah
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Target Language ◽  
Family Impact ◽  
Structured Interviews ◽  
Teachers College ◽  
Five Dimensions ◽  
Foundation Program ◽  
Software Codes ◽  
The Impact

AbstractThis qualitative study investigated the factors that affected the motivation and receptivity of English as a second language of female students who enrolled in the English Language center of the Foundation Program in the Community College of Qatar in the academic year 2015/2016. Besides, the study attempted to identify the mechanisms that are used by families, teachers, college administrators, and classmates that motivate or demotivate the students. Finally, the study tried to identify how the classroom environment impacted students’ motivation. Semi-structured interviews were conducted with 8 students in different ESL levels in which the participants were asked different questions related to the impact of five dimensions on the respondents’ motivation to learn English. These dimensions are concerned about family impact, teachers’ impact, administrators’ impact, classmates’ impact, and impact of the respondents’ willingness and goals to learn the target language. The questions were validated by a jury of five specialists in teaching and educational psychology prior to the interviews. The interviews were recorded, transliterated, and analyzed manually and by Atlas.it software. Codes and categories were established based on the interviews. Frequencies of words, verbs and adjectives used by the respondents in their talk, were calculated. Results showed that students’ were affected by all the above-mentioned dimensions at different proportions. The results also depicted the importance of the necessity to provide help, encouragement and emotional support to students by their socio-cultural relationships with their families, teachers, administrators and classmates.

scholarly journals Meeting business students’ English language needs in the Algerian tertiary education

2021 ◽  
Vol 11 (2) ◽  
pp. 124-139
Author(s):  
Soraya Benzerdjeb
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Tertiary Education ◽  
Business Students ◽  
Target Language ◽  
Structured Interviews ◽  
Digital Platforms ◽  
The Government

Graduate Algerian economic sciences students, who will be future university teachers or workplace managers, are urged to use the English language. However, most of them reveal that they are unable to use the English language appropriately. The main aim in this paper is to depict students’ difficulties and help them improve their academic language performance. This paper describes the teaching and learning situations of English for Business and Economics (EBE) in the Department of Economic Sciences at the University of Tlemcen. The investigator used a questionnaire and two structured interviews. The sampling included EBE learners and English for specific purposes teachers as well as workplace managers (former EBE students). The main findings in this investigation confirmed that students had poor target language proficiency. Results revealed that the content of the actual EBE course was inappropriate to learners’ needs. The investigator wants to integrate new technologies as the government supplies digital platforms to the Algerian universities.   Keywords: Algerian, tertiary education, English, Economics, business students.

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