Young children’s trust in the false testimony of ingroup versus outgroup speakers.

The present research explores whether young children display different levels of trust in the testimony of speakers from their own social group (ingroups) versus another social group (outgroups). Three- and 4-year-old children watched through a window as an adult hid a toy in one of three containers. The adult then told the child that she had put the toy in a container different from the one where it was actually hidden (i.e., false testimony). At the end the child was asked to retrieve the toy. The adult was either a Caucasian, native English speaker ingroup) or an Asian English speaker with a noticeable foreign accent (outgroup). Four-year-old children were credulous to the false testimony of the ingroup speaker, despite their firsthand observations, but were skeptical and relied on their own observations when the false testimony was provided by the outgroup speaker. In contrast, 3-year-old children remained credulous to the false testimony of both speakers. These findings were discussed in relation to children’s early preferences for ingroup members and the developmental shift in skepticism displayed by 4-year-old, but not 3-year-old children. This research will make a unique contribution to our understanding of how young children selectively learn from other people and why they remain credulous to some speakers, but not to others.

Young children’s trust in the false testimony of ingroup versus outgroup speakers.

The present research explores whether young children display different levels of trust in the testimony of speakers from their own social group (ingroups) versus another social group (outgroups). Three- and 4-year-old children watched through a window as an adult hid a toy in one of three containers. The adult then told the child that she had put the toy in a container different from the one where it was actually hidden (i.e., false testimony). At the end the child was asked to retrieve the toy. The adult was either a Caucasian, native English speaker ingroup) or an Asian English speaker with a noticeable foreign accent (outgroup). Four-year-old children were credulous to the false testimony of the ingroup speaker, despite their firsthand observations, but were skeptical and relied on their own observations when the false testimony was provided by the outgroup speaker. In contrast, 3-year-old children remained credulous to the false testimony of both speakers. These findings were discussed in relation to children’s early preferences for ingroup members and the developmental shift in skepticism displayed by 4-year-old, but not 3-year-old children. This research will make a unique contribution to our understanding of how young children selectively learn from other people and why they remain credulous to some speakers, but not to others.

Non-Native English Speaker Teacher Narration of Nativism

The 21st century ELT world is trying to migrate into the more relevant notion of international English. This notion, supposedly, supports every English speaker of a different nation, background, and culture. However, the public preference in native speaker is still apparent. This study is aimed to explore one non-native English speaker teacher’s experiences in teaching English along with a native English speaker teacher. This study employed narrative inquiry, the data gathered by interviews, and document analysis. The non-native English speaker teacher experiences several discriminations in the form of job division, job requirements, and even the wage difference. The public preference for native English speaker teachers is still apparent, looking at the growth of schools with native-speaker teachers.

Dynamics of Translanguaging

Many pedagogical studies on composition as well as programmatic and curricular structures tend to take for granted the fact that people fall either in the camp of monolingualism or multilingualism. Building on Horner, Lu, Royster, and Trimbur's translingual approach, which calls for a pedagogy that reflects the reality of language use, this chapter highlights how the concept of a linguistic continuum better serves us than that of the two diametrically opposite poles of monolingualism and multilingualism. Often, native English speakers are perceived as monolinguals and non-native English speakers as multilinguals. Reporting on a literacy narrative of a so–called native English speaker, whom the author calls Chrissie, the author seeks to illustrate how such a simple dichotomy is reductive and has negative consequences for acquiring literacies and potentially appreciating linguistic differences. Thus, this chapter has serious implications for the teaching of writing in particular, and pedagogy in general.

Discussion

This chapter considers three main topics in the phonological development of MUE: contact with Irish; the input from English dialects; and input from Scots. The lack of direct input from Irish is discussed, as is the notion of ‘reinforcement’ and the problems there are with it. Irish input was minimal because of the large native English speaker population, unidirectional bilingualism, a long term shift from Irish with small numbers of English learners at any one time, and the lower social status of Irish speakers. The English input is considered in terms of New Dialect Formation, which was instrumental in the formation of the dialect, and Colonial Lag, which is probably not a useful notion in this context despite some apparent conservatism on the part of the dialect. Scots input was of specific kinds, affecting the phonetic realisation of vowels and certain kinds of lexical distribution of them, suggesting that Scots speakers shifted to English as adults, imposing certain Scots phonetic and phonotactic rules on it.

Identity formation: An auto-ethnography of Indonesian student becomes a legitimate speaker and teacher of English

Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers’ identities, yet few literature concerns about the negotiation of NNESTs’ identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton’s theory of language and identity, this study examined a complex process of my identity formation as a legitimate speaker and teacher of English after studying one of a critical pedagogical unit ‘<em>Language, Culture, and Curriculum</em>’. The findings revealed that the TESOL program enabled me to discover and explore another part of myself as a legitimate speaker and teacher of English through linguistic constructs and rich knowledge given in that unit. It also supported that a critical pedagogical unit could empower international students to form their identities as confident and professional English teachers back to their countries.

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Speech delay becomes a phenomenon for children such as in English pre-reading instruction for non-native English speaker, thus it is needed a proper method for them. This study aims to identify the implementation of phonics method that used in an English pre-reading instruction for a child with speech delay. This study uses a case study which involves one teacher and one child with speech delay. The data obtained by interviewing a teacher and parents, observing the child, and identifying lesson plans. Thematic analysis is used to determine relevant themes of the topic. The results show each instruction has one objective, focuses on letters’ sound and spelling spelling two up to four sounds of a word, and a child could utter words clearly. Additionally, interactions with peers encourage a child to be competitive and enthusiastic. Furthermore, phonics method might be an alternative method for children with speech delay to acquire English pre-reading skills, especially in Early Childhood Education (ECE).