Learning English as a Second Language: Orientations Among the Undergraduate Students of Business Administration in Southern Punjab

The motivation to learn English as a second language is always motivated through different orientations which are of ultimate interest to the researchers. These orientations are originating from both integrative as well as instrumental conceptualizations. As the lingua franca is English so these orientations are becoming more complex. In Pakistan, where English is used as L2 new orientations are emerging with the growing needs. The factor analysis employed by Mansoor (2015) in Khyber-Pakhtunkhwa is taken as a model framework to study the same in Southern Punjab (Pakistan). For the current study a sample of 150 students of Business Administration Department of universities at Southern Punjab were taken as a population for the factor analysis. The findings support the fact that the integrative factor which is „Matter of Dignity‟ towards studying English as a second language from the available set of orientations is a stronger factor among the undergraduate students of Southern Punjab.

Opettajien käsitykset monikielisyydestä

This article examines teachers’ views (N = 2,864) on school multilingualism. The results have been analyzed using statistical methods and the conceptual frameworks of Spolsky’s language policy and Ruíz’s language orientations. The respondents were divided into three groups: positive (18%), deliberating (34%) and cautious (48%). The teachers’ language orientations were analyzed using three sum variables: teacher’s use of multiple languages, student’s use of multiple languages, and schools’ language attitudes. Classroom teachers were more positive about multilingualism than subject teachers and there were more teachers with cautious attitudes in schools where the number of foreign-language pupils was less than 5%. Additionally, the attitudes to multilingualism were more permissive in Swedish-speaking than in Finnish-speaking schools. Overall, the analysis of teachers’ views suggested that language policies vary. Finally, the individual respondents’ views did not fully correspond to any of Ruíz’s formulated language orientations.

Language Orientations of Chilean Secondary Students in Relation to the Study of English as a Foreign Language

Why teach English in Chile? Dominant public discourse claims for economic development, but with limited social mobility, do students from differing socio-economic groups perceive the same need? Recognising the influence of student belief systems on language acquisition, clashing language orientations could be creating unfavourable classroom environments. Thus, this study set out to identify the language orientations that secondary students recognise and hold in relation to the study of English with the purpose of helping English as foreign language (EFL) teachers become aware of the plurality of student perceptions. This was a qualitative multiple-case study which utilised a card-sorting technique paired with hierarchical cluster analysis and multidimensional scaling (MDS) to identify the language orientations and their constructs and semi-structured interviews and classroom observations for verification. Whilst the language orientations students recognise and hold were found to be similar across socio-economic lines, an important issue is the divergence identified between the language orientations associated with the classroom and those that represent student interests, which could be explained due to the lack of intentional and conscious dialogue about the purpose of the classroom curriculum. Vision planning is proposed as a tool for teachers to address this breach between students and classroom curriculum.

The language orientations of future mathematics teachers in the United States

Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.

Translanguaging-as-Resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging

This article explores university English as a Second Language (ESL) instructors’ attitudes toward translanguaging in the classroom and possible reasons for instructors’ resistance in moving translanguaging ideology into English language teaching pedagogy. Many researchers have forwarded translanguaging as a theoretical and pedagogical approach to language education because of its potential cognitive, social, and affective benefits. A translanguaging pedagogy calls for instructors to affirm the dynamic and diverse language practices that multilingual students utilize as part of their unitary language repertoire. However, because English-only pedagogies, policies, and practices still permeate the ESL classroom, it is critical to understand how ESL instructors’ language ideologies and orientations play a role in shaping their pedagogical practices and classroom language policies. Using Ruíz’s orientations in language planning and translanguaging theory, this study examined the language orientations of five ESL instructors at a major Canadian university based on qualitative data gathered through semistructured interviews. The findings provide insights into instructors’ attitudes toward translanguaging, the relationship between instructors’ language learning experiences and their classroom language policy, and institutional opportunities and constraints. Le présent article explore les attitudes des professeurs d’anglais langue seconde (ESL) au niveau universitaire face au translangagisme en salle de classe ainsi que les raisons possibles de leur résistance à l’introduction de l’idéologie translangagière dans la pédagogie de l’enseignement de l’anglais. De nombreux travaux de recherche renvoient au translangagisme comme démarche théorique et pédagogique d’enseignement des langues en raison de ses avantages cognitifs, sociaux et affectifs. La pédagogie translangagière invite les professeurs à soutenir le dynamisme et la diversité des pratiques langagières que les étudiantes et étudiants multilingues utilisent déjà dans le cadre de leur répertoire linguistique unitaire. Toutefois, puisque l’enseignement de l’anglais langue seconde en classe reste imprégné de pédagogies, de politiques, et de pratiques exclusivement anglophones, il est essentiel de comprendre le rôle que jouent les idéologies et les orientations des professeurs d’anglais langue seconde dans la formation de leurs pratiques pédagogiques et de leurs politiques d’enseignement en classe. S’inspirant des orientations de Ruíz en matière de planification langagière et de théorie translangagière, la présente étude examine les orientations linguistiques de cinq professeures et professeurs d’anglais langue seconde dans une grande université canadienne à l’aide de données qualitatives recueillies dans le cadre d’entrevues semi-structurées. Les conclusions de l’enquête aident à mieux comprendre les attitudes des professeurs face au translangagisme, la relation entre les expériences d’apprentissage langagier des professeurs, et leur politique langagière en classe ainsi que les possibilités et les contraintes institutionnelles.