scholarly journals Official Status of English Language and Difficulties in Learning: A Pakistani Perspective

2021 ◽  
Vol 5 (II) ◽  
pp. 525-534
Author(s):  
Ghulam Mujtaba
Keyword(s):  
English Language ◽  
Official Status

scholarly journals O Le Si'Osi'Omaga O Le Punafanau Lea O Se Gagana E Ola: The Linguistic Landscape Of Samoa

2021 ◽  
Author(s):  
◽  
Faith Esera
Keyword(s):  
New Zealand ◽  
English Language ◽  
Research Question ◽  
Digital Camera ◽  
Linguistic Landscape ◽  
Official Language ◽  
Language Policies ◽  
Education Policies ◽  
The Pacific ◽  
Official Status

<p>The official language of Sāmoa is Samoan, but the majority of the population speak English as a second language. Because of early contact with missionaries and colonial powers, the English language soon became widely acknowledged and used in Sāmoa. Even after Sāmoa became independent from New Zealand, the English language was and is still recognised, but not made official, in the Constitution of Sāmoa and education policies.  This paper reports on the languages that are present in the linguistic landscape of Sāmoa. The main purpose of the study was to identify the predominant language used in Sāmoa, and to analyse ‘hybridity’ or ‘dualism’ on signs that contained the Samoan language. The data consists of 987 signs taken from two survey areas, Apia and Salelologa, using a digital camera. Scollon and Scollon’s (2003) ‘Place Semiotics’ was used to give an overview of the preferred code in the LL of Sāmoa. The ‘Motu Analysis’, a reconceptualization of Backhaus’s ‘part writing’ types, was used to analyse how two or more languages are used and positioned on signs in the LL; this analysis responds to the research question on ‘hybridity’. The final step involved a closer analysis of the subset of signs containing the Samoan language to detect signs of hybridity through loanwords and semantic extensions.  The results of the analyses indicated that English is the dominant language in the linguistic landscape of Sāmoa despite lacking official status in the language policies of Sāmoa. The findings further reveal that the English influence on the Samoan language on the signs is reflected more in semantic loans than loanwords, revealing a healthier picture of the Samoan language. The study concludes with possible lines of research for further studies in Sāmoa and the Pacific.</p>

scholarly journals Attitudes to English in the Kaleidoscopic Iranian Context: Second, Foreign or International?

2019 ◽  
Vol 7 (2) ◽  
pp. 21
Author(s):  
Negar Kiavar ◽  
Massoud Yaghoubi-Notash
Keyword(s):  
Language Learning ◽  
English Language ◽  
American English ◽  
Foreign Language Learning ◽  
Linguistically Diverse ◽  
Culture Learning ◽  
Diverse Context ◽  
Iranian Context ◽  
Linguistic Backgrounds ◽  
Official Status

Today’s world seems to be quite overwhelmingly concerned with communication as an incontestable aspect of which is communicating with people lacking a shared linguistic background. A common language (or lingua franca) would, therefore, be needed which can cut across all local, national, and regional linguistic boundaries. This study aimed at exploring the attitudes of 400 bilingual and monolingual college students and EFL learners. It investigated English language status in the linguistically diverse context of Iran. For the purpose of the study, a standardized questionnaire containing 37 Likert-type items was distributed. Descriptive statistics were employed for data analysis revealing that learners from different linguistic backgrounds had significantly different reactions and attitudes to the issues such as: General perception to English, Status of English, text and content matter comprehensibility through English, job prospects, official status, culture learning, integrating with American or British cultures, religion and foreign language learning, English ownership, Adherence to British English, American English or English as an international language.

scholarly journals O Le Si'Osi'Omaga O Le Punafanau Lea O Se Gagana E Ola: The Linguistic Landscape Of Samoa

2021 ◽  
Author(s):  
◽  
Faith Esera
Keyword(s):  
New Zealand ◽  
English Language ◽  
Research Question ◽  
Digital Camera ◽  
Linguistic Landscape ◽  
Official Language ◽  
Language Policies ◽  
Education Policies ◽  
The Pacific ◽  
Official Status

<p>The official language of Sāmoa is Samoan, but the majority of the population speak English as a second language. Because of early contact with missionaries and colonial powers, the English language soon became widely acknowledged and used in Sāmoa. Even after Sāmoa became independent from New Zealand, the English language was and is still recognised, but not made official, in the Constitution of Sāmoa and education policies.  This paper reports on the languages that are present in the linguistic landscape of Sāmoa. The main purpose of the study was to identify the predominant language used in Sāmoa, and to analyse ‘hybridity’ or ‘dualism’ on signs that contained the Samoan language. The data consists of 987 signs taken from two survey areas, Apia and Salelologa, using a digital camera. Scollon and Scollon’s (2003) ‘Place Semiotics’ was used to give an overview of the preferred code in the LL of Sāmoa. The ‘Motu Analysis’, a reconceptualization of Backhaus’s ‘part writing’ types, was used to analyse how two or more languages are used and positioned on signs in the LL; this analysis responds to the research question on ‘hybridity’. The final step involved a closer analysis of the subset of signs containing the Samoan language to detect signs of hybridity through loanwords and semantic extensions.  The results of the analyses indicated that English is the dominant language in the linguistic landscape of Sāmoa despite lacking official status in the language policies of Sāmoa. The findings further reveal that the English influence on the Samoan language on the signs is reflected more in semantic loans than loanwords, revealing a healthier picture of the Samoan language. The study concludes with possible lines of research for further studies in Sāmoa and the Pacific.</p>

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

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.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

“Where is Dementia?” A Systematic Literature Review Exploring Neuroanatomical Aspects of Dementia

2017 ◽  
Vol 2 (15) ◽  
pp. 9-23 ◽  
Author(s):  
Chorong Oh ◽  
Leonard LaPointe
Keyword(s):  
English Language ◽  
Signs And Symptoms ◽  
Behavioral Symptoms ◽  
Journal Articles ◽  
People With Dementia ◽  
Different Types ◽  
Precise Diagnosis ◽  
Physical Changes ◽  
The Brain ◽  
Language Literature

Dementia is a condition caused by and associated with separate physical changes in the brain. The signs and symptoms of dementia are very similar across the diverse types, and it is difficult to diagnose the category by behavioral symptoms alone. Diagnostic criteria have relied on a constellation of signs and symptoms, but it is critical to understand the neuroanatomical differences among the dementias for a more precise diagnosis and subsequent management. With this regard, this review aims to explore the neuroanatomical aspects of dementia to better understand the nature of distinctive subtypes, signs, and symptoms. This is a review of English language literature published from 1996 to the present day of peer-reviewed academic and medical journal articles that report on older people with dementia. This review examines typical neuroanatomical aspects of dementia and reinforces the importance of a thorough understanding of the neuroanatomical characteristics of the different types of dementia and the differential diagnosis of them.

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