scholarly journals Does Teaching Your Native Language Abroad Increase L1 Attrition of Speech? The Case of Spaniards in the United Kingdom

Languages ◽  
2020 ◽  
Vol 5 (4) ◽  
pp. 41
Author(s):  
Robert Mayr ◽  
David Sánchez ◽  
Ineke Mennen
Keyword(s):  
United Kingdom ◽  
Dual Language ◽  
First Language ◽  
Relative Effect ◽  
Language Teachers ◽  
The United Kingdom ◽  
L1 Attrition ◽  
Native Speech ◽  
Language Activation ◽  
L1 Use

The present study examines the perceived L1 accent of two groups of native Spaniards in the United Kingdom, Spanish teachers, and non-teachers, alongside monolingual controls in Spain. While the bilingual groups were carefully matched on a range of background variables, the teachers used Spanish significantly more at work where they constantly need to co-activate it alongside English. This allowed us to test the relative effect of reduced L1 use and dual language activation in first language attrition directly. To obtain global accentedness ratings, monolingual native Spanish listeners living in Spain participated in an online perception experiment in which they rated short speech samples extracted from a picture-based narrative produced by each speaker in terms of their perceived nativeness, and indicated which features they associated with non-nativeness. The results revealed significantly greater foreign-accent ratings for teachers than non-teachers and monolinguals, but no difference between the latter two. Non-native speech was associated with a range of segmental and suprasegmental features. These results suggest that language teachers who teach their L1 in an L2-speaking environment may be particularly prone to L1 attrition since they need to co-activate both their languages in professional settings and are regularly exposed to non-native speech from L2 learners.

scholarly journals Exploring mono/multilingual practices on the CELTA course: What trainers say

2021 ◽  
pp. 136216882199125
Author(s):  
Fiona Gallagher ◽  
Catherine Geraghty
Keyword(s):  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Initial Teacher Education ◽  
Added Value ◽  
Speakers Of Other Languages ◽  
L1 Use ◽  
The University

This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article describes a small research project which explored the views of 77 CELTA trainers in relation to the use of the first language (L1) in English language teaching and centred on how this issue is addressed on the teacher training courses they worked on. The study included trainers who use English either as an L1 or as a second language (L2) and both monolingual and bi/multilingual participants. Respondents worked in shared-L1 (where learners share a common language other than English) and in multilingual teaching and training contexts. The need to develop a theoretical framework in relation to L1 use in English language teaching and for a more explicit and considered focus on this issue on the CELTA course was identified, so that both trainers and trainee-teachers can make informed pedagogic decisions around L1 use in their teaching and professional practices. Findings also point to the need for wider discussion within the CELTA community on issues relating to the traditionally monolingual and one-size-fits-all orientation of the course and to the potential added-value of language teachers and educators who bring bilingual skills and perspectives to the classroom, particularly non-native English speakers.

scholarly journals PERAN BAHASA INDONESIA DALAM KEMAJUAN ILMU PENGETAHUAN DI ERA GLOBAL

2019 ◽  
Author(s):  
Fathunnisa
Keyword(s):  
United Kingdom ◽  
First Language ◽  
Cultural Influences ◽  
Global Era ◽  
Language Identity ◽  
Language Of Science ◽  
The United Kingdom ◽  
The Moment ◽  
Bahasa Indonesia ◽  
State Language

AbstrakBahasa merupakan sarana untuk berkomunikasi antar manusia yang berguna untuk memperoleh pemahaman dan pengetahuan. Bahasa mengantarkan manusia untuk memahami yang ada disekitarnya dan mengantarkan untuk memiliki pemahaman dan pengetahuan sehingga mempunyai keahlian khusus. Era Global ini manusia mendapat banyak pengaruh budaya asing yang masuk kesebuah negara. Era Global mempengaruhi banyak hal mulai dari gaya hidup, makanan, pola pikir dan masih banyak yang lainnya, termasuk bahasa. Bahasa yang semakin mendunia dan digunakan oleh semua manusia sebagai bahasa dunia yaitu bahasa Inggris. Bahasa Inggris merupakan bahasa dunia tetapi yang menjadi bahasa pertama dari sebuah negara yaitu bahasa negara itu sendiri. Bahasa Indonesia digunakan sebagai bahasa resmi negara, jati diri bahasa bergantung pada kemampuan bahasa dan keberhasilan mengembangkan bahasa itu sendiri. Bahasa Indonesia harus mampu menjadi bahasa ilmu pengetahuan dan teknologi sebab saat ini informasi berkembang dengan sangat cepat.Kata Kunci: bahasa, era globalAbstractLanguage is a means of communicating between humans that are useful for gaining understanding and knowledge. Delivering the human language to understand that there are nearby and take to have the understanding and knowledge so that it has a particular expertise. This Global era of man got many foreign cultural influences that go into a new country. Global era influenced many things ranging from food, lifestyle, mindset and much more, including language. Language that is increasingly global and is used by all of man's world as a language that is the language of the United Kingdom. United Kingdom language is the language of the world but who become the first language of a country that is language itself. Indonesian Language is used as the official State language, language identity depends on the language skills and the success of developing language itself. Indonesian Language must be capable of being the language of science and technology: for the moment the information is evolving very fast.Keyword: languages, global era

First-Language Attrition in Bengali-English–Speaking Individuals

2012 ◽  
Vol 19 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Hia Datta
Keyword(s):  
New York ◽  
First Language ◽  
Language Immersion ◽  
Language Performance ◽  
South Asian Immigrants ◽  
European Languages ◽  
L1 Attrition ◽  
Frequent Use ◽  
English Speaking ◽  
L1 Use

Multilingual immigrants who live in an environment that does not support their first language (L1) can experience changes in their L1. Such changes, over long periods of time, can lead to attrition in L1. Existing studies examining L1 attrition have been focused on European languages and immigrants between the European and American continents. A group of researchers at the Graduate Center of the City University of New York (CUNY) sought to understand L1 attrition in South Asian immigrants with L1s that are very different in structure from English. In this study, we examined the relationship between language-use and language-immersion patterns that affect first and second language (L2) performance in Bengali-English speaking multilinguals. Language performance was measured by two lexical tasks—a picture-word task and verbal fluency measures—in both Bengali and English. Results indicated that decreased L1 use and low self-reported ratings of L1 predicted L1 attrition in these Bengali-English speaking individuals. Results also indicated that the earlier individuals are immersed in an L2 environment, the more likely it is that their first language will be affected by attrition. Thus, frequent use of L1 is important in order to maintain it, especially for immigrants who wish to pass their L1 on to future generations.

You win some, you lose some: Comprehension and event-related potential evidence for L1 attrition

2019 ◽  
Vol 23 (4) ◽  
pp. 869-883 ◽  
Author(s):  
David Miller ◽  
Jason Rothman
Keyword(s):  
First Language ◽  
Event Related Potential ◽  
Linguistic Knowledge ◽  
English Speakers ◽  
Online Data ◽  
The United Kingdom ◽  
L1 Attrition ◽  
The Uk ◽  
Online Methods ◽  
Over Time

AbstractWe examine first language (L1) attrition among 30 L1 Spanish – L2 English speakers living in the United Kingdom. We also tested 30 recently-arrived Spaniards to the UK as a baseline. We present several key findings: 1) attrition fluctuates over time and does not affect all individuals equally; 2) entropy can explain said fluctuation of attritional affects over time such that while length of residence and age of arrival may affect the depth of attrition, how often one is exposed to her native language, how often she uses it and for how long each day, who her friends are, and to which types of input she is regularly exposed, seemingly aid in the maintenance or loss of linguistic knowledge; 3) though offline scalar interpretations among bilinguals were predicted by canonical sociolinguistic variables, the online data revealed an overall insensitivity to pragmatic violations. Thus, offline and online methods combine to be more explanatory regarding the comprehension and processing of implicature generating quantifiers.

scholarly journals LANGUAGE CHOICE IN MULTILINGUAL CONTEXT: THE USE OF L1 IN THE HOSPITALITY ENGLISH COURSES

2017 ◽  
Vol 2 (1) ◽  
pp. 263
Author(s):  
Ni Putu Era Marsakawati
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
First Language ◽  
Language Teachers ◽  
Target Language ◽  
Classroom Context ◽  
Teaching English ◽  
Food And Beverage ◽  
Teachers And Students ◽  
L1 Use

The present study presents the perception of lecturers on the use of the first language in the foreign language classroom, particularly in a tourism vocational institution in a multilingual context. The participants were 2 lecturers teaching Hospitality English: one lecturer was teaching English for Front Office and one lecturer was teaching English for Food and Beverage. The data were collected through administering questionnaire and interview. The obtained data were analyzed qualitatively. The results show that lecturers perceived the use of the first language as positive and part of learning process. They used the first language mainly as a pedagogical device for clarification, for establishing rapport, saving time, and discipline. The findings might have significant implications for EFL language teachers regarding the facilitative effects of L1 use in the foreign language classrooms. The EFL teachers need to consider the EFL classroom context as a multilingual social space in which teachers and students take advantage of dynamic, creative and pedagogically effective use of both the target language and the learners. �Keywords: first language use, lecturers �perspective, multilingual context

A comparison of the United Kingdom Clinical Aptitude Test (UK-CAT) with a traditional admission selection process

2009 ◽  
pp. 1-6 ◽  
Author(s):  
Nishan Fernando ◽  
Gordon Prescott ◽  
Jennifer Cleland ◽  
Kathryn Greaves ◽  
Hamish McKenzie
Keyword(s):  
United Kingdom ◽  
Selection Process ◽  
Aptitude Test ◽  
The United Kingdom

Research on Schizophrenia: A View From the United Kingdom

1990 ◽  
Vol 35 (8) ◽  
pp. 800-801
Author(s):  
Michael F. Pogue-Geile
Keyword(s):  
United Kingdom ◽  
The United Kingdom
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