scholarly journals Establishing Teacher-Student Rapport in an English-Medium Instruction Class

2020 ◽  
Vol 12 (2) ◽  
pp. 265-291
Author(s):  
Josefina del Carmen Santana
Keyword(s):  
First Language ◽  
The Other ◽  
Language Of Instruction ◽  
Teacher Student ◽  
Rapport Building ◽  
English Medium Instruction ◽  
Data Source ◽  
Building Activities ◽  
English Group ◽  
Student Instructor

English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

scholarly journals Investigating the roles of first language (L1) speakers in lingua franca communication in multicultural classrooms: a case study of Japanese as a Lingua Franca (JLF)

2021 ◽  
Vol 10 (2) ◽  
pp. 285-311
Author(s):  
Etsuko Yamada
Keyword(s):  
First Language ◽  
Lingua Franca ◽  
Japanese University ◽  
Japanese Students ◽  
Expanding Circle ◽  
Rapport Building ◽  
English Medium Instruction ◽  
Multicultural Classrooms ◽  
Students Attitudes

Abstract In the Expanding Circle (i.e. countries where English is traditionally learned as a “foreign language”), the concept lingua franca cannot be limited to English. Conducted in a Japanese university, this study reports on the perceptions of verbal behaviours by students in multicultural courses where international and Japanese students studied together. These behaviours were analysed and the findings from English medium instruction courses and those of Japanese-medium instruction (JMI) courses were compared. Then, further analysis centred on JMI courses to explore the roles of Japanese L1 speakers in the co-construction of Japanese as a lingua franca with a focus on cognitive and psychological, rather than linguistic, perspectives. Rapport building, accommodation strategies, often initiated by L1 Japanese speakers, and the spontaneous interactions of second language (L2) speakers in discussions, are assumed to have been the keys to more inclusive interactions in JMI courses. The findings emphasize the importance of students’ attitudes and imply that intercultural education in the context, including both L1 speakers and L2 speakers, will have potential to foster effective lingua franca users.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Kecakapan Hidup Abad Ke-21 dalam Tokoh Utama Dongeng Jawa Timur Kajian Antropologi Sastra

2020 ◽  
Vol 13 (2) ◽  
pp. 168
Author(s):  
Rian Damariswara
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Fairy Tales ◽  
Life Skills ◽  
Fairy Tale ◽  
Good Life ◽  
The Other ◽  
Main Character ◽  
Data Source ◽  
Creativity And Innovation

ABSTRAKTokoh utama dalam dongeng Jawa Timur memiliki sisi lain yang perlu diungkap. Sisi lain tersebut, yakni kecakapan hidup yang dimiliki tokoh utama dalam menyelesaikan masalah yang dihadapinya. Kecakapan hidup tersebut, memiliki relevansi dengan kecakapan hidup di abad ke-21. Jadi, dengan menganalisis kecakapan hidup tokoh utama secara otomatis peneliti dan pembaca dapat mengetahui bahwa tokoh-tokoh dongeng yang terdapat di Jawa Timur memiliki budaya hidup yang baik untuk dijadikan contoh dan motivasi.Untuk mengungkap kecakapan hidup abad ke-21 pada tokoh utama dongeng Jawa Timur menggunakan kajian antropologi sastra.Penelitian ini termasuk deskriptif kualitatif. Sumber data adalah teks dongeng Jawa Timur. Teknik yang digunakan adalah studi dokumenter. Kecakapan hidup abad ke-21 yang ditemukan pada dongeng Jawa Timur sebagai berikut. Pertama, berpikir kritis dan pemecahan masalah. Semua tokoh utama dalam dongeng memiliki pemikiran kritis sehingga dapat memecahkan masalah. Kedua, kreativitas dan inovasi yang ditemukan yakni jenis pengembangan dan sintesis. Inovasi pengembangan yang ditemukan adalah adanya alat bajak sawah dari batu menjadi kayu dan ditarik sapi serta dapat dipergunakan sebagai sarana hiburan. Alat tersebut diberi nama karapan sapi.  Inovasi sintesis adalah menggabungkan segala sesuatu yang dimiliki untuk dijadikan sesuatu yang baru. Seperti pada dongeng Asal Mula Reog Ponorogo,yakni menggabungkan kepala tokoh Singabarong dengan burung merak sehingga dinamakan reog ponorogo. Ketiga, kolaborasi antaranggota dan pemimpin dengan bawahan. Keempat, komunikasi yakni berupa diskusi, pengarahan, berkeluh kesah, dan perintah.Kata kunci: Kecakapan hidup abad ke-21, Tokoh utama, DongengABSTRACTThe main character in the East Java fable has another side that needs to be revealed. The other side, namely the life skills possessed by the main character in solving the problems they face. Life skills, have relevance to 21st century life skills. Therefore, by analyzing the life skills of the main characters automatically the researcher and reader can find out that the fairy tale figures in East Java which have a good life culture to be used as an example and motivation. To uncover 21st century life skills in the main characters of the East Javanese fable, the study of literary anthropology is used. This research is descriptive qualitative. The data source is the text of a fairy tale in East Java. The technique used is documentary study. The 21st century life skills found in the East Java fable are as follows. First, critical thinking and problem solving. All the main characters in fairy tales have critical thinking so they can solve problems. Second, the creativity and innovation found are types of development and synthesis. Development innovation that was found was the existence of a rice plow from stone to wood and pulled by cows and could be used as a means of entertainment. The tool is named Karapan Sapi. Synthesis of innovation is to combine everything that is owned to be something new. As in the fable of Reog Ponorogo, which combines the head of the Singabarong character with a peacock so it is called Reog Ponorogo. Third, collaboration between members and leaders with subordinates. Fourth, communication in the form of discussion, direction, complaints, and orders.Keyword: 21st century life skills, The main character, Fairy tale

Tolerance and Control. Developing a language policy for an EMI university in Uzbekistan

2020 ◽  
Vol 34 (1) ◽  
pp. 217-237
Author(s):  
Andrew Linn ◽  
Anastasiya Bezborodova ◽  
Saida Radjabzade
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Control Measures ◽  
The Other ◽  
Language Policies ◽  
Language Ecology ◽  
English Only ◽  
English Medium Instruction ◽  
The One ◽  
And Control

AbstractThis article presents a practical project to develop a language policy for an English-Medium-Instruction university in Uzbekistan. Although the university is de facto English-only, it presents a complex language ecology, which in turn has led to confusion and disagreement about language use on campus. The project team investigated the experience, views and attitudes of over a thousand people, including faculty, students, administrative and maintenance staff, in order to arrive at a proposed policy which would serve the whole community, based on the principle of tolerance and pragmatism. After outlining the relevant language and educational context and setting out the methods and approach of the underpinning research project, the article goes on to present the key findings. One of the striking findings was an appetite for control and regulation of language behaviours. Language policies in Higher Education invariably fall down at the implementation stage because of a lack of will to follow through on their principles and their specific guidelines. Language policy in international business on the other hand is characterised by a control stage invariably lacking in language planning in education. Uzbekistan is a polity used to control measures following from policy implementation. The article concludes by suggesting that Higher Education in Central Asia may stand a better chance of seeing through language policies around English-Medium Instruction than, for example, in northern Europe, based on the tension between tolerance on the one hand and control on the other.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

scholarly journals Consistency of causal claims in observational studies: a review of papers published in a general medical journal

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e043339
Author(s):  
Camila Olarte Parra ◽  
Lorenzo Bertizzolo ◽  
Sara Schroter ◽  
Agnès Dechartres ◽  
Els Goetghebeur
Keyword(s):  
Medical Journal ◽  
Observational Studies ◽  
The Other ◽  
Research Papers ◽  
General Medical Journal ◽  
Outcome Relationship ◽  
Causal Statement ◽  
Data Source ◽  
Published Research ◽  
Causal Language

ObjectiveTo evaluate the consistency of causal statements in observational studies published in The BMJ.DesignReview of observational studies published in a general medical journal.Data sourceCohort and other longitudinal studies describing an exposure-outcome relationship published in The BMJ in 2018. We also had access to the submitted papers and reviewer reports.Main outcome measuresProportion of published research papers with ‘inconsistent’ use of causal language. Papers where language was consistently causal or non-causal were classified as ‘consistently causal’ or ‘consistently not causal’, respectively. For the ‘inconsistent’ papers, we then compared the published and submitted version.ResultsOf 151 published research papers, 60 described eligible studies. Of these 60, we classified the causal language used as ‘consistently causal’ (48%), ‘inconsistent’ (20%) and ‘consistently not causal’(32%). Eleven out of 12 (92%) of the ‘inconsistent’ papers were already inconsistent on submission. The inconsistencies found in both submitted and published versions were mainly due to mismatches between objectives and conclusions. One section might be carefully phrased in terms of association while the other presented causal language. When identifying only an association, some authors jumped to recommending acting on the findings as if motivated by the evidence presented.ConclusionFurther guidance is necessary for authors on what constitutes a causal statement and how to justify or discuss assumptions involved. Based on screening these papers, we provide a list of expressions beyond the obvious ‘cause’ word which may inspire a useful more comprehensive compendium on causal language.

Informed Consent: Ezenwa–Ohaeto between Past and Future Uses of Pidgin

Matatu ◽  
2006 ◽  
Vol 33 (1) ◽  
pp. 115-134 ◽  
Author(s):  
Chantal Zabus
Keyword(s):  
Informed Consent ◽  
First Language ◽  
West African ◽  
The Other ◽  
Wole Soyinka ◽  
The West ◽  
West African Coast ◽  
African Coast ◽  
The 1950S ◽  
The One

The essay shows how Ezenwa–Ohaeto's poetry in pidgin, particularly in his collection (1988), emblematizes a linguistic interface between, on the one hand, the pseudo-pidgin of Onitsha Market pamphleteers of the 1950s and 1960s (including in its gendered guise as in Cyprian Ekwensi) and, on the other, its quasicreolized form in contemporary news and television and radio dramas as well as a potential first language. While locating Nigerian Pidgin or EnPi in the wider context of the emergence of pidgins on the West African Coast, the essay also draws on examples from Joyce Cary, Frank Aig–Imoukhuede, Ogali A. Ogali, Ola Rotimi, Wole Soyinka, and Tunde Fatunde among others. It is not by default but out of choice and with their 'informed consent' that EnPi writers such as Ezenwa–Ohaeto contributed to the unfinished plot of the pidgin–creole continuum.

Predictors of English Medium Instruction academic success: English proficiency versus first language medium

System ◽  
2020 ◽  
Vol 95 ◽  
pp. 102378
Author(s):  
Samantha Curle ◽  
Dogan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay
Keyword(s):  
Academic Success ◽  
English Proficiency ◽  
First Language ◽  
English Medium Instruction

scholarly journals The relevance of first language attrition to theories of bilingual development

2017 ◽  
Vol 7 (6) ◽  
pp. 637-667 ◽  
Author(s):  
Monika S. Schmid ◽  
Barbara Köpke
Keyword(s):  
Second Language Acquisition ◽  
Native Language ◽  
First Language ◽  
Knowledge Systems ◽  
The Other ◽  
Language Attrition ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
First Language Attrition ◽  
Bilingual Development

Abstract Research on second language acquisition and bilingual development strongly suggests that when a previously monolingual speaker becomes multilingual, the different languages do not exist in isolation: they are closely linked, dependent on each other, and there is constant interaction between these different knowledge systems. Theoretical frameworks of bilingual development acknowledge this insofar as they usually draw heavily on evidence of how the native language influences subsequent languages, and how and to what degree this influence can eventually be overcome. The fact that such crosslinguistic transfer is not a one-way street, and that the native language is similarly influenced by later learned languages, on the other hand, is often disregarded. We review the evidence on how later learned languages can re-shape the L1 in the immediate and the longer term and demonstrate how such phenomena may be used to inform, challenge and validate theoretical approaches of bilingual development.

Sign in / Sign up

Export Citation Format

Share Document