scholarly journals How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

2021 ◽  
Vol 12 ◽  
Author(s):  
Vicente Bermejo ◽  
Pilar Ester ◽  
Isabel Morales
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Mother Tongue ◽  
Mathematical Thinking ◽  
Language Immersion ◽  
Mathematical Concepts ◽  
Language Of Instruction ◽  
Life Problems ◽  
Immersion Programs ◽  
Academic Content

The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students’ mother tongue. In CLIL (Content and Language Integrated Learning) academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in second language immersion programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students’ mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students’ general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue.

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 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 The use of English in Indonesia: Status and Influence

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Gali Alrajafi
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Foreign Language ◽  
Qualitative Analysis ◽  
The State ◽  
Language Of Instruction ◽  
News Stories ◽  
Language Status ◽  
Descriptive Qualitative

This research is a qualitative research which aims to describe the state of the use of English in Indonesia, in terms of language status and its influence on Indonesian society. To realize the purpose of this paper, the authors collected several news stories from national websites (such as Republika, Tribun News, detikNews, ANTARA, and Tempo) regarding the use of English in Indonesia as data that is explained and interpreted by descriptive qualitative analysis. The results of the study show that English is common and has massive use, even though it is still a foreign language. In fact, English has moved to improve its linguistic status, namely starting to act as a second language and the language of instruction.

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.

scholarly journals Confronting the Demise of a Mother Tongue: The Feasibility of Implementing Language Immersion Programs to Reinvigorate the Taiwanese Language

2008 ◽  
pp. 91-107
Author(s):  
Johan Gijsen ◽  
Yu-chang Liu
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Significant Degree ◽  
Language Immersion ◽  
Language Loss ◽  
Ongoing Research ◽  
Taiwanese Identity ◽  
Immersion Programs ◽  
Language Immersion Programs ◽  
The Right

Abstract In Taiwan, where Mandarin is the official language, the survival of Taiwanese, the mother tongue of sixty percent of the island’s inhabitants, is threatened. In this article, the authors discuss data from previous and ongoing research on the role of language and the significance of language loss in the quest for a “Taiwanese identity.” Research shows that the dominance of Mandarin over Taiwanese plus the growing support for English in Taiwan are likely indications that current Mandarin/Taiwanese bilingualism is being replaced by Mandarin/English bilingualism. Canadian, Finnish, Basque and Catalonian models of language immersion programs will be proposed as an alternative to Taiwan’s current language policy. The authors argue that such models, when applied to a significant degree in Taiwan’s primary education system, will contribute to strengthening Taiwanese identity, to defending the right of youngsters to receive their education in their Taiwanese mother tongue, and to creating more effective English language training.

scholarly journals ESTRATEGIA PARA EL APROVECHAMIENTO DE UN ENTORNO VIRTUAL EN EL APRENDIZAJE DE UNA SEGUNDA LENGUA.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Iliana Real Poveda ◽  
Yonaiker Navas Montes
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Support Tool ◽  
Engineering Sciences ◽  
Teaching Learning

La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), desde 1948, destaca la importancia del aprendizaje de una segunda lengua debido a las potencialidades que supone a nivel profesional, académico, social, cultural e incluso personal. Entendiendo que se avanza a una sociedad tecnológica, los procesos de enseñanza y aprendizaje rompen los esquemas tradicionales e incorporan entornos virtuales de aprendizaje que permiten la aplicación de tecnologías. Al aprender una lengua extranjera, se tiende a “traspasar” de alguna manera el conocimiento sobre las estructuras y rasgos de la lengua materna. A esta influencia de la lengua materna sobre la lengua extranjera se llama “transferencia” que en muchas ocasiones obstaculiza la producción en esta segunda lengua. El propósito de ésta investigación es describir una estrategia empleada para el aprovechamiento del entorno virtual en el aprendizaje de los módulos de inglés con el uso de la plataforma Moodle para los 114 estudiantes de Ciencias de la Salud y Ciencias de la Ingeniería, considerados parte de la generación “Y”, a través de un estudio de caso único, factual e intrínseco, teniendo un nivel descriptivo, heurístico e inductivo. Los resultados de la investigación determinaron que con el uso del entorno virtual a través de una estrategia el aprendizaje de una segunda lengua presenta mayores oportunidades ya que docente y alumnos pueden estar separados con respecto a la sincronía y esto no es obstáculo para que el aprendizaje se lleve a cabo con éxito, esta herramienta de apoyo ayuda a sellar el conocimiento adquirido para luego perfeccionarlo con la práctica.   Palabras clave: Entorno virtual de aprendizaje, Inglés, Proceso de enseñanza-aprendizaje, TIC   ABSTRACT   The United Nations Educational, Scientific and Cultural Organization (UNESCO) has highlighted since 1948 the importance of learning a second language because of its professional, social, cultural, academic, and even personal potentials. Understanding that it moves towards a technological society, the processes of teaching and learning break the traditional schemes and incorporate new virtual learning environments that allow the implementation of technologies. By learning a foreign language, it tends to “pass” in somehow the knowledge about the structures and features of the mother tongue into the foreign language. This influence of the mother tongue on the foreign language is called “transfer” which often impedes production in the second language. The purpose of this research is to create a virtual learning environment in the English modules using Moodle for 114 UNEMI students of Health and Engineering Sciences, who are considered part of the generation “Y” through a single, factual and intrinsic case study, with a descriptive, heuristic and inductive level. The results of this research determined that the use of ICT tools when learning a second language presents greater opportunities for the teacher and students because they both can be separated with respect to the synchrony and this is not an obstacle, so learning is conducted with success; this support tool helps the acquired knowledge to become perfect with practice.   Key words: Virtual Learning Environment, English, teaching-learning process, ICT   Recibido: febrero de 2015Aprobado: abril de 2015

scholarly journals Speech Interference as the Result of a Two-Pronged Negative Influence

2021 ◽  
Vol 12 (1) ◽  
pp. 23-40
Author(s):  
Mahanbet Dzhusupov
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Comparative Study ◽  
Native Language ◽  
Mother Tongue ◽  
Negative Influence ◽  
Speech Errors ◽  
Russian Word ◽  
Speech Interference

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

scholarly journals AN ANALYSIS OF PHONETIC-PHONOLOGICAL AND ORTHOGRAPHIC ERRORS WHEN LEARNING SERBIAN AS A FOREIGN LANGUAGE

2020 ◽  
pp. 109
Author(s):  
Nina Lj. Sudimac
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Error Analysis ◽  
Mother Tongue ◽  
Applied Linguistics ◽  
Analysis Method ◽  
Language System ◽  
Orthographic Errors ◽  
Japanese English

From the perspective of applied linguistics, this paper deals with the acquisition of Serbian as a foreign language by learners whose mother tongues are Lithuanian, Japanese, English and Bulgarian, and who spent one semester at the Centre for Serbian as a Foreign and Second Language at the Faculty of Philosophy in Niš. Working with a specific sample and using the analytical and error analysis method, we aim to identify the most common errors the speakers make at the phonetic-phonological and orthographic level,., the identified linguistic errors are classified into (a) errors occurring under the influence of the mother tongue; (b) errors as the result of the strict rules of the Serbian language system itself – interlingual errors; (c) errors arising from knowledge of another second language; and (d), errors resulting from the insecurity and insufficient acquisition of the Serbian language. By analyzing the sample, we conclude that the greatest number of errors at the phonetic-phonological and orthographic level occurred under the influence of their mother tongue (L1) on Serbian (L2). 

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