scholarly journals What languages do undergraduates study, and why?

2020 ◽  
Vol 5 (1) ◽  
pp. 722
Author(s):  
Mary Hudgens Henderson ◽  
Miho Nagai ◽  
Weidong Zhang
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Attitudes ◽  
World Language ◽  
High Quality ◽  
Language Programs ◽  
American University ◽  
First Semester ◽  
Quality Instruction ◽  
World Languages

Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.

World Language Learning

2018 ◽  
pp. 1-22
Author(s):  
Rachel Burns ◽  
Donald Rubin ◽  
Michael A Tarrant
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
World Language ◽  
Factorial Anova ◽  
World Languages ◽  
Post Test ◽  
Mixed Factorial Anova

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and “deep-learning” have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.

African Americans in World Language Study: The Forged Path and Future Directions

2020 ◽  
Vol 40 ◽  
pp. 97-112
Author(s):  
Uju Anya
Keyword(s):  
Second Language Acquisition ◽  
African Americans ◽  
Black Students ◽  
Language Learning ◽  
Language Education ◽  
World Language ◽  
Future Directions ◽  
World Languages ◽  
Language Study ◽  
The Impact

AbstractThis article examines the history of African Americans in the academic study of world languages and presents an overview of inquiry on the topic. The paper focuses on the impact of race in second language acquisition (SLA) as exemplified through the experience of black students in language education and study abroad. It discusses objectives, policies, instructional priorities and strategies, conditions, and materials related to how black students have in the past, are currently, or should be engaged in language learning. The article examines the path forged by African Americans in world language study, signals gaps in the present body of knowledge, and suggests future directions for investigations into this important topic in the field of applied linguistics and SLA for ARAL's 40th anniversary.

scholarly journals Constructivism and contextual based learning in improving indonesian language learning outcomes in elementary school using online learning techniques in the middle of the covid 19 pandemic

2021 ◽  
Vol 6 (1) ◽  
pp. 304
Author(s):  
Edy Sulistiyono ◽  
Missriani Missriani ◽  
Yessi Fitriani
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Learning Outcomes ◽  
Participant Observation ◽  
Learning Spaces ◽  
Structured Interviews ◽  
First Semester ◽  
Learning Techniques ◽  
On Line ◽  
On Line Learning

This study aims to determine the success of implementing constructivism-based and contextual learning systems in Indonesian language learning, in particular, the five-grade first semester at SD Negeri 44 OKU with on-line learning techniques in the midst of the Covid-19 pandemic. This study uses qualitative research methods. The data collection techniques used were participant observation, structured interviews, and documentation. The results showed several recommendations for distance learning designs by viewing teaching as a process of interaction between learning actors. Interactions that are mediated by this technology need to be carefully designed and implemented based on the needs of students. Apart from what has been shared here, the spaces for innovation are still very wide open in the design and implementation of distance learning, with learning spaces to continuously improve teaching. The vast space for innovation and learning is what frees educators to continue to observe, ask, try, find, and reflect on what forms of distance learning are most appropriate to the context of their students.

Korean Heritage Language Maintenance and Language Ideology

2008 ◽  
pp. 206-223
Author(s):  
Mihyon Jeon
Keyword(s):  
Language Learning ◽  
Language Ideology ◽  
Heritage Language ◽  
Language Attitudes ◽  
Participant Observation ◽  
Ethnographic Study ◽  
Korean Language ◽  
Language Program ◽  
American University ◽  
The One

This paper explores ways in which language ideology is linked to maintenance of Korean as a heritage language by Koreans in America. The data for this ethnographic study come from three separate sources: 1) a Korean language program at an American university; 2) a community-based ESL program for Korean seniors; and 3) a recently immigrated Korean family. Data collection methods include participant observation; informal conversations with the participants; in-depth interviews; and on-site document analysis. Through regular and sustained interaction with participants in the three research sites over a period of three years, the findings provide insights into ways in which the participants’ attitudes toward language learning and maintenance are continuously shaped and revised based on their life circumstances. This paper describes each participant’s language attitudes as fluid entities operating on a continuum of assimilationist ideologies on the one end and pluralist ideologies on the other.

Seamless Integration Between Online and Face-to-Face

2021 ◽  
Vol 11 (4) ◽  
pp. 19-39
Author(s):  
Shenglan Zhang ◽  
Nadia Jaramillo Cherrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Focus Group Interview ◽  
Study Data ◽  
Interaction Theory ◽  
Student Surveys ◽  
Seamless Integration ◽  
First Semester ◽  
Face To Face

This study explores learners' perceptions of and experiences in a flipped-blended Chinese-as-a-Foreign-Language (CFL) course. Based upon dynamic complex system and social interaction theory for language learning as well as on instructional design approaches, this study examines the seamless integration between the online and face-to-face (FTF) components. Twenty-three first-semester CFL learners participated in the study. Data were collected via student surveys and a semi-formal focus group interview. The findings show that students' perceptions are highly positive and that the seamless integration of the two modes is beneficial and conducive to meeting the learning outcomes. The students also pointed out weaknesses of the design, such as the length of the videos, the need for more interesting writing tasks in the FTF meetings, and the lack of immediate help during the video watching process.

World Language Learning

2020 ◽  
pp. 231-247
Author(s):  
Rachel Burns ◽  
Donald Rubin ◽  
Michael A Tarrant
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
World Language ◽  
Factorial Anova ◽  
World Languages ◽  
Post Test ◽  
Mixed Factorial Anova

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and ‘deep-learning' have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110271
Author(s):  
David J. Purpura ◽  
Ellen C. Litkowski ◽  
Robert J. Duncan ◽  
Jessica A. R. Logan
Keyword(s):  
Young Children ◽  
Grade Level ◽  
High Quality ◽  
Equity Issues ◽  
Quality Instruction ◽  
New Evidence ◽  
Over Time

In response to Fuson et al.’s commentary on Litkowski et al. (2020), we clarify and expand on three areas: (1) the need for prekindergarten standards, (2) the value in developmental survey work, and (3) the importance of understanding curriculum translation and uptake. Specifically, we note that standards need to be appropriate for grade-level and it is time for more aligned prekindergarten standards. Developmental survey work is critical for ensuring that standards and expectations are accurate and adjusted to meet current needs and can be used address equity issues in instruction. Furthermore, we agree that intervention and curriculum work are needed, but there should be explicit emphasis on enhancing uptake and use of high-quality instruction. Ultimately, we need a system of assessment and instruction that is continually updated and improved, that integrates and modifies new evidence over time to ensure that we are striving for—and attaining—the best results for young children.

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