scholarly journals MOTIVATION AND CONSTRAINTS IN ENGLISH LANGUAGE LEARNING OF ETHNIC MINORITY STUDENTS AT THAI NGUYEN UNIVERSITY OF SCIENCES

2020 ◽  
Vol 225 (12) ◽  
pp. 115-122
Author(s):  
Nguyễn Thị Thảo
Keyword(s):  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
English Language ◽  
English Language Learning ◽  
Ethnic Minority Students

Động lực đóng một vai trò không thể thiếu trong sự thành công của việc học một ngôn ngữ mới. Tuy nhiên, trong một số trường hợp, mặc dù có động lực cao, người học vẫn thấy rất khó khăn để làm chủ ngôn ngữ. Điều này là do người học có thể phải đối mặt với rất nhiều cản trở trong việc học ngôn ngữ. Nghiên cứu này cố gắng tìm ra mức độ động lực học tiếng Anh của sinh viên đại học dân tộc thiểu số cũng như các rào cản ảnh hưởng tiêu cực đến quá trình học tập của những sinh viên này. Dữ liệu được thu thập từ bảng câu hỏi với 65 sinh viên dân tộc thiểu số tại Trường Đại học Khoa học, Đại học Thái Nguyên. Kết quả khảo sát cho thấy mặc dù có rất nhiều bất lợi liên quan đến điều kiện sống và nền tảng kiến thức ngôn ngữ, sinh viên dân tộc thiểu số có động lực trong việc học tiếng Anh. Thứ hai, một số rào cản lớn nhất trong việc học tiếng Anh được phát hiện, bao gồm sự thiếu kiến thức nền tảng tiếng Anh, chiến lược học tập không phù hợp, sự bất tiện trong việc sử dụng ngôn ngữ và sự lười biếng của bản thân sinh viên. Trên cơ sở các kết quả nghiên cứu, tác giả đã đưa ra một số đề xuất cải thiện các hoạt động giảng dạy và môi trường học tập tiếng Anh tại trường đại học, tạo ra những hỗ trợ cần thiết cho người học có thể phát triển các kỹ năng ngôn ngữ một cách hiệu quả.

scholarly journals The problematization of racial/ethnic minority student participation in U.S. study abroad

2013 ◽  
Vol 4 (2) ◽  
pp. 365-390 ◽  
Author(s):  
M'Balia Thomas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Minority Student ◽  
Study Abroad Programs ◽  
Ethnic Minority Students ◽  
Race Ethnicity ◽  
Racial Ethnic

AbstractWithin U.S. higher education, there has been concern expressed about the underrepresentation of racial/ethnic minority students in U.S. study abroad programs. Though as a whole these students participate in study abroad at lower rates than their Caucasian counterparts, the fact that study abroad participation is even problematized by race/ethnicity (rather than other social categories such as gender, socioeconomic status or field of study) and the manner by which this is done warrant critical investigation. Drawing upon Foucault's concept of problematization (1984, 1988), this paper examines the discourses and practices (both discursive and nondiscursive) that mark current study abroad literature in which participation by U.S. undergraduates is tracked, categorized and ranked by race and ethnicity. It further problematizes the taken-for-granted assumptions that masquerade as truths and inhabit the methodological and analytical practices that govern research on racial and ethnic minority students, and in the process, uncovers an overarching code of thought that permeates the literature. Ultimately, this paper seeks to challenge the “truths” and counter the assumptions upon which this code of thought is based by highlighting those voices only marginally recognized in study abroad participation literature. These voices provide a local and contextualized perspective on the factors contributing to the lower rates of participation among one racial/ethnic minority category: African Americans. Although the paper does not take up the topic of language learning in study abroad contexts, it does present the real world challenge of language-in-use. It addresses the material and subject effects that a problematization of study abroad participation by race/ethnicity has on students, research practices, institutional and governmental policies, and the allocation of resources related to language study and the promotion and support of study abroad.

scholarly journals ON THE PROBLEM OF ADJUSTMENT OF FOREIGN LANGUAGE LEARNING PROCESS AT UNIVERSITIES TO THE NEEDS OF ETHNIC MINORITIES OF UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC

2021 ◽  
pp. 311-314
Author(s):  
Nataliya Osadcha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Learning Process ◽  
Online Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Ethnic Minority Students

The research focuses on substantiating the necessity of adjusting the process of teaching and learning a foreign language at universities to the needs of ethnic minorities under the conditions of online training, introduced due to the Covid-19 pandemic. We have studied a new role of a foreign language university teacher working with ethnic minority students, which is relevant for Transcarpathia, in particular, as a multiethnic region of Ukraine. In our research, we have used the method of analogical reasoning, communicative, social and psychological one, methods of observation, content analysis, personality study, sociometry, role behaviour study etc. The materials studied in the course of our research allow us to draw the following conclusions. We believe that, under the present conditions of providing educational services online, only the search for new forms and methods of teaching as well as new lesson content will contribute to the implementation of an effective personality-oriented approach in a foreign language learning process. On the one hand, a modern teacher must not only have excellent pedagogical skills, but also be familiar with the latest online teaching technologies, it is impossible to imagine a full-fledged educational process without. Accordingly, the syllabi need to be updated, taking into account the requirements of the time and the experience gained. On the other hand, students can form their own electronic databases for learning and improving their foreign language skills, in particular, use literature in their native languages, which might become an impetus and a motivation for ethnic minority students to learn foreign languages with greater enthusiasm.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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