scholarly journals Confronting the Demise of a Mother Tongue: The Feasibility of Implementing Language Immersion Programs to Reinvigorate the Taiwanese Language

2008 ◽  
pp. 91-107
Author(s):  
Johan Gijsen ◽  
Yu-chang Liu
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Significant Degree ◽  
Language Immersion ◽  
Language Loss ◽  
Ongoing Research ◽  
Taiwanese Identity ◽  
Immersion Programs ◽  
Language Immersion Programs ◽  
The Right

Abstract In Taiwan, where Mandarin is the official language, the survival of Taiwanese, the mother tongue of sixty percent of the island’s inhabitants, is threatened. In this article, the authors discuss data from previous and ongoing research on the role of language and the significance of language loss in the quest for a “Taiwanese identity.” Research shows that the dominance of Mandarin over Taiwanese plus the growing support for English in Taiwan are likely indications that current Mandarin/Taiwanese bilingualism is being replaced by Mandarin/English bilingualism. Canadian, Finnish, Basque and Catalonian models of language immersion programs will be proposed as an alternative to Taiwan’s current language policy. The authors argue that such models, when applied to a significant degree in Taiwan’s primary education system, will contribute to strengthening Taiwanese identity, to defending the right of youngsters to receive their education in their Taiwanese mother tongue, and to creating more effective English language training.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

scholarly journals ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS

2021 ◽  
Vol 2 (2) ◽  
pp. 73-88
Author(s):  
Satya Monique Saragih ◽  
Listyani - Listyani
Keyword(s):  
Education Program ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Academic Context ◽  
Central Java ◽  
Second Year ◽  
The Right

Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.

scholarly journals Strategies for Teaching English Abroad: The Immersion Classroom

2016 ◽  
Vol 3 (1) ◽  
pp. 123
Author(s):  
Ishrat Suri
Keyword(s):  
Social Interactions ◽  
Cultural Competency ◽  
English Language ◽  
English Language Development ◽  
Language Immersion ◽  
Immersion Programs ◽  
Daunting Challenge ◽  
Immersion Classroom ◽  
The Impact ◽  
International English

English language development is best laid on the foundation of natural and social interactions which requires a great deal of sacrifice from educators who teach abroad (Snow, 1997). Learning to speak a new language grants learners a passport and highly coveted citizenship to a culturally interconnected world (Met & Lorenz, 1993); however, educators often face a daunting challenge. They must come up with comprehensive strategies which ensure that learners obtain requisite skills faster than might otherwise be deemed necessary. They must also employ non-verbal communication in place of the native language and secure a total commitment from students (Fortune, 2000). Finally, educators must leverage the brain’s information processing and retention ability against a very formidable threat: forgetting. The paper focuses on language immersion classroom strategies currently being used around the world, along with a discussion on how technology has been used to increase language and cultural competencies. This research has implications for educators and administrators who are interested in the impact that technology access has on learning when paired with a total immersion approach. This paper will present recommendations for international English language immersion programs, whose  goals are to develop a total cultural competency for students aged 5-25 in environments where there are limited resources to aid in language immersion.

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