scholarly journals Book review: Citizenship Formation and Language Education: Mother Tongue, Second Language and Foreign Language

Nihon Gakkan ◽  
2017 ◽  
Vol 20 ◽  
pp. 146-151
Author(s):  
Reijiro AOYAMA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Mother Tongue ◽  
Language Education

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

Handbook of undergraduate second language education. Judith W. Rosenthal (Ed.). Mahwah, NJ: Erlbaum, 2000. Pp. 400.

2001 ◽  
Vol 22 (2) ◽  
pp. 278-281
Author(s):  
D. Bradford Marshall
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Student Population ◽  
Second Language Education ◽  
Diverse Student ◽  
New Ideas ◽  
Diverse Student Population

Judith Rosenthal has brought together a wide variety of articles on second language (L2) teaching and learning that will surely interest foreign language (FL) educators in U.S. universities who are struggling to increase or maintain enrollment in their courses or who are seeking new ideas to meet the needs and demands of an increasingly diverse student population. Rather than encourage individual language departments to continue their separate battles for survival, Rosenthal hopes to enhance the “integration” of FL programs in order “to better promote proficiency in more than one language” (p. 353). This volume clearly illustrates how teachers of various languages can collaborate and share experiences in order to find solutions to what are often very similar problems.

The computer-mediated expression of surprise

2015 ◽  
Vol 13 (2) ◽  
pp. 383-414
Author(s):  
Laura Ascone
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Mother Tongue ◽  
Systemic Approach ◽  
Verbal Expression ◽  
Computer Mediated ◽  
New Information

This paper investigates how Italian native speakers express surprise in English as their second language on Facebook. A qualitative study was conducted on a corpus of forty English utterances by Italian native speakers conveying surprise and two control corpora composed of forty Italian and forty English native speakers’ expressions. First, a systemic approach will be adopted: by analysing the order in which the speaker reacts to, comments on, and wonders about new information, the objective is to determine a pattern peculiar to the verbal expression of surprise, and to ascertain how the mother tongue and the language-learning background are influential when expressing an instinctive reaction such as surprise in a foreign language. Attention will then be paid to the lexical expression of surprise. In particular, the analysis will focus on the features specific to non-native speakers (i.e. use of verbs and code-switching), on the codes peculiar to CMC (i.e. smileys and punctuation), and on how these codes are employed to convey surprise disruption, valence and intensity. By examining all these aspects, this research examines how English non-native speakers express surprise in chats.

scholarly journals Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiangtao Fu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Language Education ◽  
Future Research ◽  
Teacher Student ◽  
Multiple Dimensions ◽  
Whole Person ◽  
Language Classrooms

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

scholarly journals Teachers’ Conceptions of the CLT Approach in English Language Education

2020 ◽  
Vol 10 (4) ◽  
pp. 121
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Education ◽  
Communicative Language Teaching ◽  
School Teachers ◽  
English Language Education ◽  
Context Sensitive

The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation.  It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.

scholarly journals From foreign to national: a review of the status of the French language in Gabon

Literator ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 135-150 ◽  
Author(s):  
H.S. Ndinga-Koumba-Binza
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Policy ◽  
Final Stage ◽  
Mother Tongue ◽  
Central Africa ◽  
French Language ◽  
The Status ◽  
French Speaking ◽  
Local Languages

This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.

USE OF THE MOTHER TONGUE IN FOREIGN LANGUAGE INTERACTION

2021 ◽  
Vol 12 (1) ◽  
pp. 177-181
Author(s):  
Ekaterina Sofronieva ◽  
◽  
Christina Beleva ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Foreign Language Education ◽  
Target Language ◽  
Nursery Schools ◽  
Comprehension Skills ◽  
Research Findings ◽  
English Speaking

The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messages in English language. In general, children’s comprehension skills are better developed than their English speaking skills. In conclusion, the research results show that at the present stage, the offered foreign language education of children in nursery schools as entertaining as it may be, is not effective enough. Working methods and well-established approaches should be applied in early foreign language education of children in order to develop their skills to communicate in a new language.

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