scholarly journals Prescriptive language attitudes in a dual language elementary school

2016 ◽  
Vol 1 ◽  
pp. 1 ◽  
Author(s):  
Mary Hudgens Henderson
Keyword(s):  
Dual Language ◽  
Language Attitudes ◽  
Control Group ◽  
Language Awareness ◽  
Minority Children ◽  
Language Program ◽  
The Public ◽  
Dual Language Program ◽  
Language Attitude ◽  
Awareness Curriculum

Language misconceptions are still very prevalent among the public, partially due to lack of linguistic education in schools. Language misconceptions can influence language attitudes, including the language attitudes of language-minority children towards their native language. In this study, 5th graders enrolled in a dual language program participated in an 18-lesson language awareness curriculum and completed Likert-type pre/posttest surveys and pretest/posttest interviews. Students’ prescriptive language attitude results are compared to those of an English-instruction control group that did not receive language awareness lessons. Both bilingual and monolingual students believed formal, school-based language to be superior to informal language. Despite having received language awareness instruction, students in the treatment group continued to hold prescriptivist language attitudes. Implications for future language awareness curricula are discussed.

scholarly journals Taalgesindhede teenoor Afrikaans - ’n verkenning vanuit taalteoretiese perspektief

Literator ◽  
1995 ◽  
Vol 16 (2) ◽  
pp. 39-62 ◽  
Author(s):  
M. Verhoef
Keyword(s):  
Language Attitudes ◽  
Language Planning ◽  
Theoretical Point ◽  
South African Society ◽  
The Public ◽  
Speech Communities ◽  
Planning Framework ◽  
Problematic Issue ◽  
Language Attitude ◽  
Attitude Issue

Language attitudes towards Afrikaans - a reconnaisance from a theoretical point of viewThe main aim of this article is to investigate the language attitude issue from a viewpoint embedded in the theory of language planning. This study was initiated by the fact that, although the public debate regarding Afrikaans is articulated in a lively way, it seems as if it does not benefit the official status of the language. The statement that this hampering effect on Afrikaans is partially caused by negative language attitudes and a lack of language loyalty by the primary and secondary speech communities serves as point of departure for this article. By looking at language attitudes departing from a theoretical language planning framework, the investigator is enabled to derive scientifically clear conclusions regarding the language attitudes of speech communities. This article also discusses the different components of language attitudes in general and the methodology regarding the investigation of language attitudes. The second part of the article presents a brief discussion of language attitude studies undertaken in South Africa, especially those dealing with Afrikaans. The article concludes with the statement that language planners must give considerable attention to language attitudes and their influence on language planning efforts. When this problematic issue is ignored the outcome of language planning projects will show a low success rate. This is of particular importance for the survival of Afrikaans in the multilingual South African society.

Educator language ideologies and a top-down dual language program

2015 ◽  
Vol 20 (6) ◽  
pp. 704-721 ◽  
Author(s):  
Shannon Fitzsimmons-Doolan ◽  
Deborah Palmer ◽  
Kathryn Henderson
Keyword(s):  
Dual Language ◽  
Language Ideologies ◽  
Top Down ◽  
Language Program ◽  
Dual Language Program

scholarly journals Language Attitude of Indonesian Workers in Cruise Ship Holland America Line

2020 ◽  
Vol 3 (1) ◽  
pp. 34-38
Author(s):  
Mega Williandani ◽  
Rahayu Ningsih ◽  
Mey Ramenawati Silalahi
Keyword(s):  
Qualitative Research ◽  
Language Attitudes ◽  
Research Use ◽  
Language Awareness ◽  
Cruise Ship ◽  
Negative Thinking ◽  
Food And Beverage ◽  
Language Attitude ◽  
Descriptive Qualitative

The term of language attitude is the feeling how people can respond to another language. This research explored the language attitude of Indonesian workers in Cruise Ship Holland America Line (HAL). It was aimed to investigate the characteristic of language attitude by Indonesian workers’ especially in food and beverage department. The research use theory from Garvin and Mathiot (1968) there have three characteristics of language attitudes, language loyalty, pride of language, awareness of the language norm. This research conducted with descriptive qualitative research. The data of this study are the utterances of Indonesian workers in Cruise Ship Holland America Line (HAL). The source of data of this study was ten Indonesian workers at the food and beverage department. Interview was used to obtain the data. The result found that from ten participants, eight Indonesian workers showed negative language attitudes. The others have positive toward the Indonesian language. Realization of positive language attitudes influenced by friendship and place domain. Meanwhile, there were loyal to the Indonesian language by an informal situation to avoid negative thinking and respect each other among workers.

scholarly journals Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

2015 ◽  
Vol 5 (2) ◽  
pp. 327-345
Author(s):  
Andrew D. Cohen
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Dual Language ◽  
First Language ◽  
Language Program ◽  
Language Programs ◽  
The Past ◽  
Dual Language Program ◽  
Program Language ◽  
Academic Control

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.

scholarly journals Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language

2019 ◽  
Vol 13 (2) ◽  
pp. 91 ◽  
Author(s):  
P. Zitlali Morales ◽  
Lydia A. Saravia ◽  
María Fernanda Pérez-Iribe
Keyword(s):  
Middle School ◽  
Dual Language ◽  
Language Use ◽  
Language Maintenance ◽  
Mexican Origin ◽  
Language Program ◽  
Language Programs ◽  
English Only ◽  
Dual Language Program ◽  
Southern California School

This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and have different relationships with their languages. The framework of Critical Latinx Indigeneities (Blackwell, Boj Lopez & Urrieta, 2017) is used to explore the practices engaged in by the students, including language use and transnationalism (Sánchez, 2007), as well as the investment to learn and use a language as part of their identity (Norton Peirce, 1995; Norton, 2000). Even though dual language programs provide much needed linguistic supports for language maintenance, perhaps more importantly, they provide support for ideological shifts towards language maintenance rather than transition to English-only instruction. However, the three students experienced a segmented and limited focus on Spanish language development in middle school compared to their elementary school experience. The authors discuss implications for outside school spaces that can support authentic language use, in addition to school-sanctioned language programs promoting multilingualism.

scholarly journals THE INFLUENCE OF LANGUAGE USE AND LANGUAGE ATTITUDE ON THE MAINTENANCE OF COMMUNITY LANGUAGES SPOKEN BY MIGRANT STUDENTS

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Leni Amalia Suek
Keyword(s):  
Language Use ◽  
Language Attitudes ◽  
Government Support ◽  
Class Session ◽  
Language Program ◽  
Migrant Students ◽  
Native Languages ◽  
Positive Attitudes ◽  
Language Attitude ◽  
Community Language

The maintenance of community languages of migrant students is heavily determined by language use and language attitudes. The superiority of a dominant language over a community language contributes to attitudes of migrant students toward their native languages. When they perceive their native languages as unimportant language, they will reduce the frequency of using that language even though at home domain. Solutions provided for a problem of maintaining community languages should be related to language use and attitudes of community languages, which are developed mostly in two important domains, school and family. Hence, the valorization of community language should be promoted not only in family but also school domains. Several programs such as community language school and community language program can be used for migrant students to practice and use their native languages. Since educational resources such as class session, teachers and government support are limited; family plays significant roles to stimulate positive attitudes toward community language and also to develop the use of native languages.

scholarly journals Dual language programs: Questions of access in the state of Arizona

2020 ◽  
Vol 28 ◽  
pp. 18
Author(s):  
Laura M. Gomez ◽  
Jesus Cisneros
Keyword(s):  
Public Schools ◽  
Dual Language ◽  
Language Program ◽  
Case Study Methodology ◽  
Language Programs ◽  
Interest Convergence ◽  
Dual Language Programs ◽  
English Only ◽  
Dual Language Program ◽  
Stakeholder Perspectives

Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education. Several benefits (bilingualism, bi-literacy, biculturalism, globalization) and challenges (curriculum, teachers, state policy, funding, and lack of access to DLPs for minority language students) are highlighted from stakeholder perspectives. Participants in this study described the paradox of excluding ELLs from dual language programs as inefficient, unnecessary, and wrong. Taking Interest Convergence as a theoretical framework to understand the Arizona context regarding English-only education, this study raises implications for research and practice. 

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