Motivational Differences between Monolinguals and Bilinguals in the Context of English as a Foreign Language: A Case Study on the Xinjiang Uyghur Autonomous Region

In the Xinjiang Uyghur Autonomous Region (People’s Republic of China), history is taught according to Chinese nationalistic guidelines and the history of ethnic groups is built around their relationships with the Han majority. In this context of historical hegemony, the paper examines a series of books for Uyghur children on famous historical characters in order to understand how young generations’ ethnic consciousness can be shaped. The analysis identifies some trends of the Uyghur ethnic discourse transmitted to children (connections with the history of Central Asia and the Middle East, the focus on elements of identification such as Islam and muqams), as well as the presence of a Chinese paradigm that supports progress, secular education, and the standardization of folklore. Furthermore, the article aims to identify how much leeway is given to the development of a counter-discourse, particularly in the transmission of historical and cultural heritage to the younger generations.

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A Failure in ‘Designed Citizenship’: A Case Study in a Minority-Han Merger School in Xinjiang Uyghur Autonomous Region

Japanese Journal of Political Science ◽

10.1017/s1468109915000377 ◽

2016 ◽

Vol 17 (1) ◽

pp. 22-43 ◽

Cited By ~ 8

Author(s):

LIN YI

Keyword(s):

Local Government ◽

Primary School ◽

The State ◽

State Agencies ◽

Giorgio Agamben ◽

Productive Force ◽

Autonomous Region ◽

Homo Sacer ◽

Xinjiang Uyghur Autonomous Region

AbstractDrawing upon the theses of State racism (Michel Foucault), homo sacer (Giorgio Agamben), and safe citizenship (Cynthia Weber), and fieldwork data collected from a multiethnic primary school in Xinjiang, this paper examines the way in which the state agencies of the local government, the school and mainstream citizens design citizenship for Uyghurs, and how Uyghurs interpret and act upon their citizenship. The findings show why, and how, designed citizenship by the mainstream system for Uyghurs has failed to produce a desirably productive force for the prosperity of both the Uyghur community and society at large. The findings require re-consideration of what could be a win-win citizenship for both the state and the citizen.

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Error Correction. Case Study: Romanian as a Foreign Language (RFL) Speaking Activities

10.15405/epsbs.2016.09.10 ◽

2016 ◽

Author(s):

Antonela Arieșan ◽

Lavinia Vasiu

Keyword(s):

Foreign Language ◽

Error Correction

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INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

Social Sciences, Humanities and Education Journal (SHE Journal) ◽

10.25273/she.v1i2.6624 ◽

2020 ◽

Vol 1 (2) ◽

pp. 22

Author(s):

Dyas Intan Rachmawati ◽

Jurianto Jurianto

Keyword(s):

Foreign Language ◽

Significant Negative Correlation ◽

English Department ◽

Common Phenomenon ◽

Speaking Anxiety ◽

Pearson Product Moment Correlation ◽

Efl Learners ◽

Achievement Score ◽

Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

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Assessment : Basic Concepts, Thoughtful Decisions

The International Education and Learning Review ◽

10.37467/gka-edurev.v1.1491 ◽

2017 ◽

Vol 1 (1) ◽

pp. 9-21

Author(s):

Milton Raul Licona Luna ◽

Elizabeth Alvarado Martínez

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Learning ◽

Assessment For Learning ◽

Continuous Assessment ◽

Research Project ◽

Basic Concepts ◽

Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

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Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

2020 ◽

Vol 10 (1) ◽

pp. 171-193

Author(s):

Lucía Pintado Gutiérrez

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Teachers ◽

Language Classroom ◽

Inverse Translation ◽

The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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