scholarly journals Multilingual access: Language hegemony and the need for discoverability in multiple languages

2018 ◽  
Vol 79 (11) ◽  
pp. 617
Author(s):  
Kelly McElroy ◽  
Laurie M. Bridges
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Social Identities ◽  
Educational Institutions ◽  
Growing Up ◽  
English Speaking ◽  
English Speaking World

It is widely accepted that English is the current lingua franca, especially in the scientific community. With approximately 527 million native speakers globally, English ranks as the third most-spoken language (after Chinese and Hindu-Urdu), but there are also an estimated 1.5 billion English-language learners in the world.The preeminence of English reflects the political power of the English-speaking world, carrying privileges for those who can speak, write, and read in English, and disadvantages to those who cannot. This is also the case in scholarly communication. Linguist Nicholas Subtirelu identifies three privileges for native English speakers: 1) easier access to social, political, and educational institutions; 2) access to additional forms of capital; and 3) avoiding negative opinions of one’s speech.For example, we were both born into families that speak American English at home, we were surrounded by English books and media growing up, and our entire education was in English. Even defining who counts as a “native” speaker can be refracted through other social identities. As college-educated white Americans, our English is never questioned, but the same is not true for many equally fluent people around the world. 

Learner-Initiated Language Learning Through Social Media Sites (SMSs)

2020 ◽  
pp. 69-88
Author(s):  
Rashad Ali Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Native Speakers ◽  
Authentic Materials ◽  
English Speaking ◽  
New Research

Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and were aware of their language-related benefits. The participants reported that social media sites were helpful for building various aspects of their English proficiency but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, and Twitter.

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.

scholarly journals FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 24-37
Author(s):  
Remart Padua Dumlao ◽  
Trixia Mengorio
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Future Research ◽  
English Speaking ◽  
Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

scholarly journals HAMBATAN SEMANTIK DAN BUDAYA DALAM PROSES TRANSFER IDE OLEH MAHASISWA JURUSAN NON BAHASA INGGRIS DALAM PENULISAN PARAGRAF

Edulib ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Doddy Rusmono ◽  
Susanti Agustina
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Information Science ◽  
Native Speaker ◽  
Written Form ◽  
Good Writing ◽  
The One ◽  
Target Culture ◽  
Bahasa Indonesia

Abstrak. Proses transfer ide dalam bentuk tulisan yang dilakukan oleh mahasiswa jurusan ilmu perpustakaan dan informasi sebagai mahasiswa jurusan non Bahasa Inggris (SNED) yang mempelajari Bahasa Inggris sebagai bahasa asing (EFL) perlu diinvestigasi. Ketidakmampuan untuk menjembatani kesenjangan antara ide dalam bahasa ibu (Bahasa Inggris) dengan ide dalam bahasa pembaca (Bahasa Inggris) menghambat pemahaman pembaca, khususnya pembaca yang merupakan penutur asli Bahasa Inggris. Paragraf yang ditulis oleh mahasiswa SNED sebagai pembelajar Bahasa Inggris tidak dapat dipahami karena hambatan linguistik dan budaya. Sejumlah kecil mahasiswa yang membuat tulisan Bahasa Inggris dalam ujian tengah semester memperlihatkan gambaran ketidaktepatan dalam hal menyusun kalimat sehingga Bahasa Inggris mereka pada tingkatan tertentu terdengar seperti Bahasa Indonesia. Dalam hal ini kemampuan mereka untuk menggunakan Bahasa Inggris seperti layaknya bahasa Indonesia terbukti sangat rendah sehingga seorang penutur asli Bahasa Inggris yang mencoba untuk memahami ide mereka bisa salah memahaminya. Seorang pembelajar Bahasa Inggris harus memiliki kosakata yang cukup banyak dan setidaknya mengetahui aturan gramatikal seperti formulasi 9BP+3CC (Cd,Cx,Cdx) dan PoS misalnya, untuk melengkapi pemahaman sebelum benar-benar dapat mengekspresikan ide dalam tulisan Bahasa Inggris yang dapat dipahami. Selain itu, pengetahuan mahasiswa tentang budaya penutur Bahasa Inggris memainkan peranan yang sangat penting untuk menghasilkan tulisan yang bagus, sebagaimana yang diungkapkan oleh seorang ahli bahasa bahwa seringkali seorang pembelajar bahasa mengetahui aturan tata bahasa tetapi tidak memiliki pengetahuan yang cukup tentang budaya penutur asli. Mahasiswa mengalami kesulitan dalam mengkomunikasikan idenya dikarenakan ekspresi suatu ide terikat oleh budaya yang merupakan entitas independen. Budaya penutur asli mempengaruhi dan membentuk perasaan, sikap, dan respons terhadap pengalaman dan interaksi seorang pembelajar bahasa dengan yang lain. Oleh karena itu, upaya fasilitator untuk memperbaiki kemampuan menulis mahasiswa mungkin untuk dilakukan.Kata kunci: Penulisan paragraf, Bahasa, Kultur , Constraint, Betterment,  SNED. Abstract. Ideas transferred in the written form by Library and Information Science students as SNED (Students of Non-English Department)learning English in the environments of EFL (English as a Foreign Language) need investigating. Inability of bridging the gap between the ideas in their native language (Indonesian language) and the audience language (English language)hampers understanding on the readers' part, as especially a native speaker of English language. Paragraphs written by the SNED as English Language Learners (ELLs) are incomprehensible due to linguistic and cultural constraints. Quite a small number of students  willing to write in English in their Mid-term Examination give some picture of inappropriateness in terms of sentence structuring resulting in their English being “Indonesian” to some extent. Their “at-homeness”, in this case, proves to be so low that a native speaker of English trying to understand their ideas put into a paragraph will be more than likely misled. ELLs should have vocabularies in a sufficient number and know grammatical rules such as the one formulated as 9BP+3CC (Cd,Cx,Cdx) and the PoS at least, for instance, to equip themselves with before actually expressing their ideas in comprehensible English writing mode. Other than that, ELLs' knowledge of target culture (English, that is) plays a great role in producing a good writing as coined by a linguist: Most frequently confronted that students to a great extent know the rules of language, but are not knowledgeable enough about the target culture. In communicating their ideas, students found it difficult to do due to a culture-bound independent entity of idea expressions. The target culture influences and shape the ELLs' feelings, attitudes, and responses to the ELLs' experiences and interactions with others. It is indicated that any facilitator's efforts towards betterments in terms of writing better paragraphs by the ELLs should be a possibility.Key words: paragraph writing, linguistic, cultural, constraint, betterment, SNED.

scholarly journals VALIDATION AND CROSS-CULTURAL ADAPTATION OF RATING SYSTEMS WOMAC, KSS AND FJS-12 IN PATIENTS WITH KNEE DISORDERS AND INJURIES

2018 ◽  
Vol 24 (2) ◽  
pp. 70-79 ◽  
Author(s):  
A. A. Irzhanski ◽  
T. A. Kulyaba ◽  
N. N. Kornilov
Keyword(s):  
Cultural Adaptation ◽  
English Language ◽  
Native Speaker ◽  
Russian Language ◽  
Educational Institutions ◽  
Rating Systems ◽  
Retest Reliability ◽  
Reverse Translation ◽  
Total Knee ◽  
English Speaking

The purposeof the work — is validation and cultural adaptation of the english-language rating systems for knee function assessment for use in scientific, medical and educational institutions of the Russian Federation.Materials and Methods.The english versions of rating systems WOMac® 3.1 Index, The knee Society clinical Rating System©, FjS-12® were translated to Russian language by orthopedic surgeon with advanced level of english and the professional translator specializing in the translation of medical texts. Reverse translation was provided by third independent translator born in the english-speaking country (native speaker). a printed version of the various translations of the questionnaires was filled by patients with an interval of two days. The study group included 150 patients with Stage III knee osteoarthritis (90 women and 60 men aged 48 to 75 years, an average of 62.5 years) hospitalized in Vreden Research Institute of Traumatology and Orthopedics from February to april 2017 for total knee arthroplasty.Results.good and very good retest reliability of WOMac (α = 0.87 and α = 0.9), kSS (α = 0.89 and α = 0.86) and FjS-12 (α = 0.94 and α = 0.96) was revealed. The study revealed a strong correlation between the results of the questionnaires performed by different translators: WOMac (Icc = 0.89), kSS (Icc = 0.86), FjS-12 (Icc = 0.92). The correlation dependence between subsections of WOMac (stiffness – Icc = 0.98, pain – Icc = 0.87, daily functions – Icc = 0.89) and kSS (knee score – Icc = 0.94, function score – Icc = 0.88), which indicates a good constructive validity.Conclusion. The results of the study of criterial and constructive validity, as well as the retest reliability of the Russian versions of the WOMac, kSS and FjS-12 scales, indicate that they are a reliable and sensitive tool for assessing the function of knee joint, which can be widely used by Russian researchers in practical and scientific activities.

scholarly journals MONOPHTHONGISATION OF ENGLISH DIPHTHONGS /aɪ/, /eɪ / and /Ͻɪ/ BY NATIVE SPEAKERS OF PASHTO

2021 ◽  
Vol 9 (3) ◽  
pp. 189-197
Author(s):  
Liaqat Iqbal ◽  
Asma Ali ◽  
Irfan Ullah ◽  
Ayaz Ahmad
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Distinctive Feature ◽  
English Language ◽  
Native Speakers ◽  
Original Study ◽  
Final Position ◽  
Phonological Variation

Purpose of the study: Phonological variation in diphthongs, when spoken as a second or foreign language, is an accepted phenomenon. The diphthongs of English when pronounced by native speakers of Pashto go through certain changes and sometimes, monophthised. The purpose of the present study is to investigate phonological variation, i.e., monophthongisation of English diphthongs. Methodology: For this purpose, 20 Pashto speakers of both soft and hard dialects were taken and they were asked to pronounce the words having the target diphthongs at initial, medial and final position, followed and preceded by voiced and voiceless sounds. PRAAT was used to analyze the data to measure the possible variations in the sounds. Main Findings: The findings show that the phenomenon of monophthongisation of English diphthongs is common in the speaking of native speakers of Pashto. The study further shows that there is the lengthening of some of the sounds and deletion as well in certain contexts. This makes the variety of English spoken by the native speakers of Pashto a separate variety. Applications of this study: This study has applications for English language learners and teachers. The learners and teachers of English can benefit from this research and they can work on the problematic diphthongs that are usually monophthised. In this way, these sounds can be practised and the problems can be rectified. Novelty/Originality of this study: This is an original study where the problematic diphthongs have been considered and researched that how these English diphthongs are monophthised by the native speakers of Pashto making it a distinctive feature of the native Pashto speakers of English.

Short videos on the “TikTok” platform as a means of developing sociocultural skills in English language learners

2021 ◽  
pp. 25-34
Author(s):  
Evgeny V. Gorobtsov ◽  
Roman D. Lopatin ◽  
Peter J. Mitchell
Keyword(s):  
English Language Learners ◽  
Distance Learning ◽  
Language Learners ◽  
English Language ◽  
Educational Process ◽  
Educational Institutions ◽  
Rapid Spread ◽  
Pedagogical Innovations ◽  
Educational Potential

The tense epidemiological situation caused by the extremely rapid spread of COVID-19 has accelerated the transition of educational institutions to distance learning, which, in turn, has entailed colossal changes in the choice of teaching tools and made pedagogical innovations an in-tegral part of the educational process. However, the importance of online communities in learning was noted even before the transition to distance learning, since many teachers used social net-works as an effective channel of communication with their students. In addition to communication, social platforms can be used to achieve other goals, including solving educational problems. Despite the fact that social platforms were initially created for group communication and creativity and were not associated with education, every year they are becoming an increasingly common means of exchanging information and organizing the educational process. Social platforms may help managing a wide variety of educational tasks and solve the problem of organizing a productive learning process. The study considers the role of videos in foreign language teaching and the educational potential of short videos from TikTok, their advantages and possibility of integration into the educational process in order to increase the efficiency and quality of education, and the role of the teacher in organization of such activities.

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