scholarly journals Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography

2019 ◽  
Author(s):  
Pramod Sah
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
English Language ◽  
Native Speaker ◽  
Personal Narratives ◽  
Academic Discourse ◽  
Power Dynamics ◽  
Adjustment Difficulties ◽  
The Uk ◽  
Discourse Socialization

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

scholarly journals Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Li Xin ◽  
Zhang Jiayi
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Chinese Students ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Combining Data ◽  
The Uk ◽  
The University

<p>This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?</p>By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.

scholarly journals Implementasi Greenfoot 3.0.4 Untuk Membangun Aplikasi Pengucapan Bahasa Inggris Pada Arrobbany Course

2018 ◽  
Vol 1 (1) ◽  
pp. 25
Author(s):  
Wire Bagye ◽  
Yuliana Yuliana
Keyword(s):  
Language Learning ◽  
English Language ◽  
Method Development ◽  
Native Speaker ◽  
Object Oriented Programming ◽  
School Level ◽  
Student Interest ◽  
Application Development ◽  
Average Percentage ◽  
The Right

Arrobbany English Courses is an institutions which have only a single manager and tutor in guiding 67 students consisting of students from primary and secondary school level. In teaching and learning tutor often have difficulty in establishing a nice environment for some students would rather play than on learning. This causes the limited learning topic that can be delivered to students tutor each meeting. Therefore, it needs the right solution and does not incur costs to add a tutor or a native speaker, using a medium of learning. One of the media to learn the most widely used today is the computer as a proven way to speed up the delivery of learning topic and increase student interest. In this study Aplikasi Pembelajaran Bahasa Ingris is built to help tutor show the right pronoun to the students. Sound of pronoun will sounded  when the picture clicked. There are seven learning menus in this application. Application development using Greenfoot with object-oriented programming concepts. Method development using SDLC, UML design and testing method using the Black-box testing. English Language Learning application is compiled into .jar extensions which can be run on the Windows operating system which have been installed JDK. Based on testing to 23 students indicates that the Aplikasi Pembelajaran Bahasa Ingris is exciting, produce the proper sound, and can replace the native speaker. The result of the assessment shows that average percentage are more than 82%.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

scholarly journals English Language Learning of Indonesian Students during Study Abroad Program in Australia

2019 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Identity Transformation ◽  
Cultural Learning ◽  
English Language Learning ◽  
Study Overseas ◽  
Study Abroad Program

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

Requests by Chinese EFL learners and native speakers of English

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Jing Meng ◽  
Beatrice Szczepek Reed
Keyword(s):  
Study Abroad ◽  
Native Speakers ◽  
Native Speaker ◽  
Target Language ◽  
Interactional Competence ◽  
Efl Learners ◽  
Native Speakers Of English ◽  
The Uk ◽  
Study Abroad Students ◽  
At Home

Language learners' requesting behaviour has been the focus of pragmatic research for some time, including that of Chinese EFL learners, who constitute a large proportion of English speakers globally. The present study replicates elements of Wang (2011), focusing on the use of formulaic expressions and exploring the differences between advanced Chinese EFL learners and native speakers of English with regard to the use of request formulae. The study also investigates whether significant exposure to the target language in country is connected to a more native-like use of request formulae. Wang's Discourse Completion Task was adopted to elicit request utterances from three groups of participants: advanced Chinese EFL learners studying in China (at home students) and in the UK (study abroad students), respectively, and native speakers of British English. The findings show that, although in some respects study abroad students in the UK employed request formulae in a more native-like manner compared to at home students in China, neither group showed close approximation to the request behaviour of the native speaker group. The findings are discussed in the context of current debates, including interlanguage variations, interactional competence, and native speaker norms and intelligibility.

scholarly journals Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks

2015 ◽  
Vol 3 (4) ◽  
pp. 294 ◽  
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
English Language Teaching ◽  
Materials Development ◽  
Learning And Teaching ◽  
International Language ◽  
Native Speakers Of English ◽  
The Subject

<p><em>The cultural and linguistic hegemony of the native speakers of English over the non-native speakers in the process of language learning and teaching has paved the way for the stereotypical and biased representations of the non-native speakers of English in majority of the English Language Teaching (ELT) coursebooks. Actually, this essentialist approach in the process of materials development is likely to result in reductionist overgeneralization and otherization of foreign societies (Holliday, 1994). However, in recent years, with the advent of English as a International Language (EIL), the issue of native speakerism, the ownership of English, and consequently the cultural content of ELT coursebooks have been the subject of debates. Despite the dominance of native speaker varieties of English in ELT coursebooks, there has been a growing awareness among publishers over the past years and accordingly some EIL-based coursebooks targeted specifically at EIL learners have been published. In this study, a sample group of such coursebooks was subject to close scrutiny. In so doing, an attempt was made to examine the representation of the characters in the claimed EIL-targeted coursebooks. According to the results of the study, despite the claim to be based on EIL, the biased representation of the non-native speakers of English is observed throughout the entire series of the analyzed coursebooks and they superficially surface a stereotypical association of culture and location/country.</em><em></em></p>

scholarly journals New Englishes Norms: A Reality or an Intellectual Ideal?

2018 ◽  
Vol 8 (3) ◽  
pp. 27
Author(s):  
Chandrik Balasubramanian ◽  
Adel AbuRadwan
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Arab World ◽  
Salman Rushdie ◽  
Language Teachers ◽  
The World ◽  
The Usa ◽  
Global Nature ◽  
Pedagogical Models ◽  
The Uk

It is now widely accepted that English does not belong to the traditional native speaker countries such as the UK or the USA, and that English across the world has diversified and established roots in different parts of the world. Given this, studies have emerged, that focus on New Englishes being systems unto themselves, and not merely erroneous versions of more traditional “native” Englishes (Rajagopalan, 2012). Scholars today are calling for descriptions of New Englishes to form the bases of New English handbooks, which, they claim, could serve as pedagogical models. Linguists like Lange (2011) and Kachru (1994) and literary figures such as Salman Rushdie alike have called for the recognition of New Englishes to be accepted and used in order to better reflect the global nature of the language The aim of this study is to determine whether new international varieties of English are acceptable among language teachers. Specifically, the paper investigates how acceptable certain well-documented New Englishes structures are among English language professionals working at the tertiary level in the Arab world and North America. The results show that while participants are, in general, more tolerant of New English structures in students’ spoken forms than in both students and their own written forms, they stated that they would not use any of the structures in their own writing. Results also show that the respondents’ native language, specialization and educational qualifications are factors that impact their acceptance of these forms.

“Seriously, I came here to study English”

2019 ◽  
Vol 4 (1) ◽  
pp. 70-95
Author(s):  
Daisuke Kimura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speaker ◽  
English Learning ◽  
Unique Contribution ◽  
Narrative Case Study ◽  
Communication Practices ◽  
Research And Education ◽  
Networks Of Practice

Abstract While English plays a prominent role in universities across the globe, study abroad research has rarely considered English learning in non-Anglophone countries. This article presents a narrative case study of the experience of a Japanese exchange student in Thailand whose primary purpose for study abroad was to improve his English. Grounded in the notion of Individual Networks of Practice (Zappa-Hollman & Duff, 2015), the qualitative analysis will focus on the participant’s evolving social networks and reported communication practices as mediated through available subject positions and varying degrees of investment. Particularly, findings reveal the dissonance between his investment in native speaker English and the reality of using English as a lingua franca, which decidedly influenced the student’s (non-)participation in certain social groups and practices. Casting fresh light on globalization and language learning, the study offers a unique contribution to the study abroad literature and suggests avenues for further research and education.

Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision

2019 ◽  
pp. 411-429
Author(s):  
Deak Kirkham
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Sociocultural Theory ◽  
English Language ◽  
Learner Identity ◽  
Identity Studies ◽  
Learning Journey ◽  
Global Language ◽  
Sociocultural Interaction

Under the assumption of sociocultural theory (e.g. Lantolf 2005), language learning is both a highly individual and contextual phenomenon. In the specific case of English as a global language, the complexities are compounded. Recent insights from identity studies (e.g. Mercer 2011) further enrich the domain. This chapter offers a novel framework, the SCERT model, for conceptualising the interactions between learner identity and sociocultural interaction in specifically Anglophone contexts. The model provides a framework for constructing workable curricula which will support HE learners' language learning journey in Anglophone study contexts.

scholarly journals Adult Saudi Students’ Practices and Perceptions of Utilizing Twitter for English Language Learning in the UK

2021 ◽  
pp. 1-96
Author(s):  
Meshari Muidh Alharthi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Capacity ◽  
Saudi Students ◽  
The Social ◽  
Social Media Platforms ◽  
Media Platform ◽  
The Uk

Twitter is one of the most widely used social media platforms in Saudi populations; however, research is limited regarding the efficiency, practices, and perceptions of utilizing this platform for the purpose of learning English. This study investigates the ways in which adult Saudi students in the UK use Twitter to learn the English language, and assesses the general practices and perceptions of the social media platform. Employing a sequential explanatory research design by conducting questionnaire and interviews for data collection and analysis, this study reveals that there are several opportunities for English language learning through the use of Twitter. Participants consisted primarily of digital residents who use Twitter to practice and learn English, and many noted that Twitter contributes to refined different language skills and an enhanced vocabulary. Therefore, we strongly recommend that instructors and educators encourage students to use Twitter in an English language learning capacity wherever access is possible.

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