Walking a mile in their shoes: Non-native English speakers' difficulties in English language Mathematics classrooms

2011 ◽  
Vol 4 (3) ◽  
Author(s):  
Dann G. Mallet
Keyword(s):  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Mathematics Classrooms

Curriculum-based measurement yearly growth rates: An examination of English Language Learners and native English speakers

2012 ◽  
Vol 22 (6) ◽  
pp. 799-805 ◽  
Author(s):  
Milena A. Keller-Margulis ◽  
Nathan H. Clemens ◽  
Myung Hee Im ◽  
Oi-man Kwok ◽  
Carol Booth
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Growth Rates ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Curriculum Based Measurement

The Production of New and Similar Vowels by Adult German Learners of English

1992 ◽  
Vol 14 (2) ◽  
pp. 131-158 ◽  
Author(s):  
Ocke-Schwen Bohn ◽  
James Emil Flege
Keyword(s):  
Second Language ◽  
English Language ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Control Group ◽  
Language Experience ◽  
English Vowels ◽  
L1 English ◽  
Positive Effect

The study reported in this paper examined the effect of second language (L2) experience on the production of L2 vowels for which acoustic counterparts are either present or absent in the first language (L1). The hypothesis being tested was that amount of L2 experience would not affect L1 German speakers' production of the “similar” English vowels /i, l, ∈/, whereas English language experience would enable L1 Germans to produce an English-like /æ/, which has no counterpart in German. The predictions were tested in two experiments that compared the production of English /i, l, ∈, æ/ by two groups of L1 German speakers differing in English language experience and an L1 English control group. An acoustic experiment compared the three groups for spectral and temporal characteristics of the English vowels produced in /bVt/ words. The same tokens were assessed for intelligibility in a labeling experiment. The results of both experiments were largely consistent with the hypothesis. The experienced L2 speakers did not produce the similar English vowels /i, l, ∈/ more intelligibly than the inexperienced L2 speakers, not did experience have a positive effect on approximating the English acoustic norms for these similar vowels. The intelligibility results for the new vowel /æ/ did not clearly support the model. However, the acoustic comparisons showed that the experienced but not the inexperienced L2 speakers produced the new vowel /æ/ in much the same way as the native English speakers.

scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

scholarly journals THE BASIC SPECIFICITY OF THE ABILITY OF VARIED ENGLISH LANGUAGE CURRICULUMS TO ENHANCE ENGLISH LEARNERS’ CAPACITY TO DEVELOP NECESSARY SKILLS TO COMMUNICATE USING THE ENGLISH LANGUAGE

2017 ◽  
Vol 5 (4) ◽  
pp. 24-33
Author(s):  
Michael Wayne Hendershot ◽  
Nutprapha K. Dennis ◽  
Suchada Chaiwiwattrakul ◽  
Ratirot Phiphitphakdee
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Primary Schools ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Daily Lives ◽  
Grade Levels ◽  
Significant Difference ◽  
Effective Use

Inasmuch as the goal of teaching English to non-native English speakers should be focused on enhancing English learners’ ability to develop skills necessary for efficient and effective use of the English language in communication within their daily lives as well as within the context of educational, employment, governmental, and business related issues, the materials and resources used by the teacher to provide said English learners with enhanced ability to develop necessary skills for the use of the English language for efficient and effective communication are of paramount importance. This study was designed as a comparison of English language curriculums between select schools in an effort to determine the effectiveness of the curriculum to enhance students’ abilities to develop skills to be able to effectively and efficiently communicate using the English language. Participants in the study were presented with questions relating to activities of daily life, and conversation thereof, using the English language. The resultant responses to the questions were assessed as to an indication of the participants’ ability to effectively and efficiently communicate using the English language. The comparison involved six grade levels of students from two primary schools and one secondary school. The tabulated results indicated a significant difference in the abilities of the participants to effectively and efficiently communicate using the English language related to curriculums used in schools in which the participants were enrolled at the time of the study.

scholarly journals Words for English-Language Learners

2012 ◽  
Vol 29 ◽  
pp. 198 ◽  
Author(s):  
Andrew Biemiller
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Similar Sequence ◽  
Word Meanings

It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers and English-language learners need to acquire. At least one published listing of these needed word meanings is available.

scholarly journals PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
British Council ◽  
Current Trends ◽  
The World ◽  
Teachers And Students ◽  
English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

scholarly journals THE USE OF LEXICAL COLLOCATIONS IN SOME ARTICLES OF SEVENTEEN.COM WEBSITE

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Marsya Aprila Tayibnapis ◽  
Lina Meilinda ◽  
Yessy Purnamasari
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Technique ◽  
Lexical Collocations

Collocations are one of the problems faced by EFL (English as a Foreign Language) learners when learning English language. This study is intended to help the EFL Learners and non-native English speakers to add knowledge about collocations. Therefore, this study is aimed to find the use of lexical collocations and their meaning. This study used a descriptive qualitative research technique. The source of the data is eleven articles from eight sections in seventeen.com. om the research, there were 79 lexical collocations and they were classified as six out of seven types that Benson et al. (2010) proposed. The data showed that the most used type is L3 (adjective + noun) and the least used is L4 (noun + verb). The meaning of the lexical collocations was defined from the contexts. 

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