Search results for: common language

Authors: Amy Hodges, Deanna Rasmussen, Sherry Ward

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This paper examines the use of ePortfolios in a two-course sequence for ESL (English as a Second Language) students at an international branch campus in Doha, Qatar. ePortfolios support the transfer of language learning, but few have examined the sustainability of that transfer across an ESL program. Drawing upon surveys and interviews with students, we analyze three case studies that complicate previous research on metacognition, language learning, and ePortfolios. Our findings have implications for those involved in ESL programs and assessment of student writing.

Keywords: TESOL, electronic portfolios, assessment, technology

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Authors: Ngoc T. Bui

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The key issue for teachers of a modern foreign language is the creation of a pedagogic environment, and this means that an understanding of context is vital. A pedagogic environment addresses the following: time, feedback, relations with other people, curriculum integration, forms of knowledge, resources and control in the pedagogic relationship. In this light, the multiple case study of the implementation of a modern foreign language curriculum focuses on exploring Vietnamese contexts and participants’ perceptions of factors that may affect their implementation process in order to examine thoroughly how the communicative language teaching (CLT) curriculum is being implemented in second language classrooms. A mixed methods approach is utilized to investigate contextual and personal factors that may affect teachers’ implementation of curriculum and pedagogical reform in Vietnam. This project therefore has the capability to inform stakeholders of useful information and identify further changes and measures to solve potential problems to ensure the achievement of the curriculum goals. The expected outcomes may also lead to intercultural language teaching guidelines to support english as a foreign language (EFL) teachers with curriculum design, planning and how to create pedagogic environment to best implement it.

Keywords: communicative language teaching, context, curriculum implementation, modern foreign language, pedagogic environment

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Authors: David Steven Rosenstein

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The widely accepted “Input Theory” of language acquisition proposes that language is basically acquired unconsciously through extensive exposure to all kinds of natural oral and written sources, especially those where the level of the input is slightly above the learner’s competence. As such, it implies that oral error correction by teachers in a classroom is unnecessary, a waste of time, and maybe even counterproductive. And yet, oral error correction by teachers in the classroom continues to be a very common phenomenon. While input theory advocates claim that such correction doesn’t work, interrupts a student’s train of thought, harms fluency, and may cause students embarrassment and fear, many teachers would disagree. They would claim that students know they make mistakes and want to be corrected in order to know they are improving, thereby encouraging students’ desire to keep studying. Moreover, good teachers can create a positive atmosphere where students will not be embarrassed or fearful. Perhaps now is the time to revisit oral error correction in the classroom and consider the results of research carried out long ago by the present speaker. The research indicates that oral error correction may be beneficial in many cases.

Keywords: input theory, language acquisition, teachers' corrections, recurrent errors

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Authors: Sari Myréen

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The aim of this study was to evaluate the role of multisensory elements in enhancing and facilitating foreign language acquisition among adult students in a language classroom. The use of multisensory elements enables the creation of a student-centered classroom, where the focus is on individual learner’s language learning process, perceptions and motivation. Multisensory language learning is a pedagogical approach where the language learner uses all the senses more effectively than in a traditional in-class environment. Language learning is facilitated due to multisensory stimuli which increase the number of cognitive connections in the learner and take into consideration different types of learners. A living lab called Multisensory Space creates a relaxed and receptive state in the learners through various multisensory stimuli, and thus promotes their natural foreign language acquisition. Qualitative and quantitative data were collected in two questionnaire inquiries among the Finnish students of a higher education institute at the end of their basic French courses in December 2014 and 2016. The inquiries discussed the effects of multisensory elements on the students’ motivation to study French as well as their learning outcomes. The results show that the French classes in the Multisensory Space provide the students with an encouraging and pleasant learning environment, which has a positive impact on their motivation to study the foreign language as well as their language learning outcomes.

Keywords: foreign language acquisition, pedagogical approach, multisensory learning, transcultural learning

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Authors: Xi Zhang

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Much has been written about the promotion of Standard Mandarin and the negative effects it may have had on the development of non-Mandarin dialects. Less discussed, however, is the fate of northern Chinese dialects that are only marginally different from Standard Mandarin and the effect Standard Mandarin promotion may have had on such dialects. In this paper, we seek to bridge this gap by looking at language preferences in the family and the generational differences that they reflect. Specifically, we survey Mandarin dialect speakers from Xinle county in Hebei province, whose local dialect is similar but not identical to Standard Mandarin. We sample more than 160 families with pre-middle school children and ask the parents a series of questions that probe language behavior, language ability, and language attitude within the family with regard to educating the young. Our study shows that although most parents still speak the Xinle dialect, Standard Mandarin has become the language taught to the majority of children. We also show that only one-third of parents choose to preserve elements of Xinle dialect in the language they teach to their children. We analyze the possible factors (e.g., subjective, geographical, social, and external) that influence language choice and show how these factors collectively contribute to the current state of family language choice for educational purposes. Finally, based on our findings, we offer recommendations for coordinating the promotion of Standard Mandarin and dialect preservation in similar Mandarin-speaking regions.

Keywords: Diglossia, language planning, Mandarin, standard-with-dialects

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Authors: Natalia Kartushina

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Foreign (second) language (L2) learning is highly promoted in modern society. Students are encouraged to study abroad (SA) to achieve the most effective learning outcomes. However, L2 learning has side effects for native language (L1) production, as L1 sounds might show a drift from the L1 norms towards those of the L2, and this, even after a short period of L2 learning. L1 assimilatory drift has been attributed to a strong perceptual association between similar L1 and L2 sounds in the mind of L2 leaners; thus, a change in the production of an L2 target leads to the change in the production of the related L1 sound. However, nowadays, it is quite common that speakers acquire two languages from birth, as, for example, it is the case for many bilingual communities (e.g., Basque and Spanish in the Basque Country). Yet, it remains to be established how FL learning affects native production in individuals who have two native languages, i.e., in simultaneous or very early bilinguals. Does FL learning (here a third language, L3) affect bilinguals’ both languages or only one? What factors determine which of the bilinguals’ languages is more susceptible to change? The current study examines the effects of L3 (English) learning on the production of vowels in the two native languages of simultaneous Spanish-Basque bilingual adolescents enrolled into the Erasmus SA English program. Ten bilingual speakers read five Spanish and Basque consonant-vowel-consonant-vowel words two months before their SA and the next day after their arrival back to Spain. Each word contained the target vowel in the stressed syllable and was repeated five times. Acoustic analyses measuring vowel openness (F1) and backness (F2) were performed. Two possible outcomes were considered. First, we predicted that L3 learning would affect the production of only one language and this would be the language that would be used the most in contact with English during the SA period. This prediction stems from the results of recent studies showing that early bilinguals have separate phonological systems for each of their languages; and that late FL learner (as it is the case of our participants), who tend to use their L1 in language-mixing contexts, have more L2-accented L1 speech. The second possibility stated that L3 learning would affect both of the bilinguals’ languages in line with the studies showing that bilinguals’ L1 and L2 phonologies interact and constantly co-influence each other. The results revealed that speakers who used both languages equally often (balanced users) showed an F1 drift in both languages toward the F1 of the English vowel space. Unbalanced speakers, however, showed a drift only in the less used language. The results are discussed in light of recent studies suggesting that the amount of language use is a strong predictor of the authenticity in speech production with less language use leading to more foreign-accented speech and, eventually, to language attrition.

Keywords: language-contact, multilingualism, phonetic drift, bilinguals' production

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Authors: Olufemi Olupe

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Within linguistics, various approaches have been adopted to the study of language. One of such approaches is the syntax. The syntax is an aspect of the grammar of the language which deals with how words are put together to form phrases and sentences and how such structures are interpreted in language. Ambiguity, which is also germane in this discourse is about the uncertainty of meaning as a result of the possibility of a phrase or sentence being understood and interpreted in more than one way. In the light of the above, this paper attempts a syntactic study of syntactic ambiguities in The English Language, using the Transformational Generative Grammar (TGG) Approach. In doing this, phrases and sentences were raised with each description followed by relevant analysis. Finding in the work reveals that ambiguity cannot always be disambiguated by the means of syntactic analysis alone without recourse to semantic interpretation. The further finding shows that some syntactical ambiguities structures cannot be analysed on two surface structures in spite of the fact that there are more than one deep structures. The paper concludes that in as much as ambiguity remains in language; it will continue to pose a problem of understanding to a second language learner. Users of English as a second language, must, however, make a conscious effort to avoid its usage to achieve effective communication.

Keywords: language, syntax, semantics, morphology, ambiguity

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Authors: Callie Mady

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This study investigated the Canadian French as an additional language teacher candidates’ confidence and language maintenance strategies by means of questionnaires and interviews pre- and post- a Francophone home-stay practicum experience. Teacher French language proficiency is one of the components of teacher knowledge that can influence students’ French as an additional language acquisition. Although advantageous, seeking opportunities to use French in a French milieu comes with challenges. Teachers, for example, have been found to be hesitant to speak French with native speakers for fear of judgment. Another identified challenge to spending time in a French milieu is finances; while teachers have recognized the value of such an experience, cost is prohibitive. In recognition of the potential barriers and the need to maintain/improve the French proficiency of 'French as an additional language' teachers, this study provided a two-week home stay in a Francophone environment for teacher candidates of French as an additional language with financial subsidies for their participation. Through the post-experience interviews, the French as an additional language teacher candidates revealed an improvement in French proficiency. Similarly, the teacher candidates cited an increase in confidence in the interviews and through the questionnaire. They linked this increase in proficiency and confidence to their experiences with their host families and other Francophone members of the community. This study highlights the provision of immersion experiences as means to support teachers’ language confidence and proficiency.

Keywords: French as an additional language education, teacher language confidence, teacher language maintenance, teacher language proficiency

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Authors: E. Mendoza, D. Jackson-Maldonado, G. Avecilla-Ramírez, A. Mondaca

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Assessing language proficiency is a major issue in psycholinguistic research. There are multiple tools that measure language dominance and language proficiency in hearing bilinguals, however, this is not the case for Deaf bilinguals. Specifically, there are few, if not none, assessment tools useful in the description of the multilingual abilities of Mexican Deaf signers. Because of this, the linguistic characteristics of Mexican Deaf population have been poorly described. This paper attempts to explain the necessary changes done in order to adapt the Bilingual Language Profile (BLP) to Mexican Sign Language (LSM) and written/oral Spanish. BLP is a Self-Evaluation tool that has been adapted and translated to several oral languages, but not to sign languages. Lexical, syntactic, cultural, and structural changes were applied to the BLP. 35 Mexican Deaf signers participated in a pilot study. All of them were enrolled in Higher Education programs. BLP was presented online in written Spanish via Google Forms. No additional information in LSM was provided. Results show great heterogeneity as it is expected of Deaf populations and BLP seems to be a useful tool to create a bilingual profile of the Mexican Deaf population. This is a first attempt to adapt a widely tested tool in bilingualism research to sign language. Further modifications need to be done.

Keywords: deaf bilinguals, assessment tools, bilingual language profile, mexican sign language

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Authors: Wilhelmina van den Berg

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Through intentionally developing the Register Continuum and the Functional Model of Language in the secondary history classroom, teachers can effectively build a teaching and learning cycle geared towards literacy improvement and EAL differentiation. Developing an understanding of and engaging students in the field, tenor, and tone of written and spoken language, allows students to build the foundation for greater academic achievement due to integrated literacy skills in the history classroom. Building a variety of scaffolds during lessons within these models means students can improve their academic language and communication skills.

Keywords: academic language, EAL, functional model of language, international baccalaureate, literacy skills

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Authors: Saad Alkahtani

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This study aims to identify the extent to which the faculty members who teach Arabic to speakers of other languages in Arabic language institutes at Saudi universities use computer technologies such as language laboratories, websites, software programs, and learning management system (LMS). It also seeks to identify critical difficulties that hinder the use of these technologies by faculty members. The population of the study consisted of 103 faculty members in four Arabic language institutes at Saudi universities. The results of the study showed a disparity in the use of computer technologies in teaching Arabic to non-native speakers. The means of degree of use ranged from 1.20 through 2.83. The study also identified difficulties limiting the use of computer technology in teaching Arabic. And the means of averages of difficulty of use ranged from 1.50 to 2.89. The differences were not statistically significant among the institutes (at 0.05).

Keywords: Arabic language programs, computer technology, using technology in teaching Arabic language, Arabic as a second language, computer skills

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Authors: Olga A. Gnatyuk

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The article is devoted to the phenomenon of interference that occurs in the case of the Russian-Spanish language contact. The questions of the definition of the term and levels, as well as prerequisites of interference occurrence, are considered. Interference, which is an essential part of bilingualism, may become apparent at different linguistic levels. Interference is especially evident in oral speech. The article reviews some examples of grammatical interference in Russian-Spanish bilingualism of Russian immigrants living in Spain. According to the results of the research, some cases of mother-tongue interference in Russian-Speaking Spanish language learners’ speech were revealed. Special attention is paid to such key spheres of grammatical interference as articles, personal pronouns, gender, and number of nouns. In the research, the drop of a link-verb, as well as its usage in some incorrect form, are observed in Russian immigrants’ speech. Conclusions are drawn that in the Spanish language, interference errors appear because of a consequence of both the absence in the Russian language of certain phenomena and categories of the Spanish language and the discrepancy of the linguistic systems of the two languages.

Keywords: bilingualism, interference, grammatical interference, Russian language, Spanish language

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Authors: Jutta Ransmayr

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The German language is known to be one of the most varied and diverse languages in Europe. This variance in the standard language can be conceptualized using the pluricentric concept, which has been useful for describing the German language for more than three decades. Up to now, there have hardly been any well-founded studies of how Austrian teachers and pupils conceptualize the German language and how they view the varieties of German and especially Austrian German. The language attitudes and norms of German teachers are of particular interest in the normative, educational language-oriented school context. The teachers’ attitudes are, in turn, formative for the attitudes of the students, especially since Austrian German is an important element in the construction of Austrian national identity. The project 'Austrian German as a Language of Instruction and Education' dealt, among other things, with the attitude of language laypeople (pupils, n = 1253) and language experts (teachers, n = 164) towards the Austrian standard variety. It also aimed to find out to what extent external factors such as regional origin, age, education, or media use to influence these attitudes. It was examined whether language change phenomena can be determined and to what extent language change is in conflict with loyalty to variants. The study also focused on what norms prevail among German teachers, how they deal with standard language variation from a normative point of view, and to what extent they correct exonorm-oriented, as claimed in the literature. Methodologically, both quantitative (questionnaire survey) and qualitative methods were used (interviews with 21 teachers, 2 group discussions, and participatory observation of lessons in 7 school classes). The data were evaluated in terms of inference statistics and discourse analysis. This paper reports on the results of this project.

Keywords: Austrian German, language attitudes and linguistic identity, linguistic loyalty, teachers and students

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Authors: Rani Silvia

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English has surpassed other languages to become the most widely taught and studied foreign language in Indonesia. This reflects the tendency of the Indonesian public to participate in global mainstream culture, which is longstanding but has been greatly facilitated by the widespread availability of television, the traditional media, and more recently the Internet and social media. However, despite increasing exposure and a history of teaching and study, mastery of English remains low, even as interest and perceived importance continue to increase. This along with Indonesia’s extremely complex linguistic environment has increased the status and value associated with the use of English and is changing the dynamic of language use nationwide. This study investigates the use of English in public settings in Indonesia as well as the attitudes of Indonesian speakers towards English. A case study was developed to explicate this phenomenon in a major Indonesian city. Fifty individuals, including both professionals and lay people, were interviewed about their language preferences as well as their perceptions about English as compared to other languages, such as the local language, Indonesian as the national language, and other foreign languages. Observations on the use of language in the public environment in advertising, signs, and other forms of public expression were analyzed to identify language preferences at this level and their relationship to current language policy. This study has three major findings. First, Indonesian speakers have more positive attitudes towards English than other languages; second, English has encroached on domains in which Indonesian should be used; and third, perceived awareness of the importance of Indonesian as an introduced national language seems to be declining to suggest a failure of policy. The study includes several recommendations for the future development of language planning in determining and directing language use in a public context in Indonesia.

Keywords: English, Indonesia, language attitudes, language policy

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Authors: Shaoyu Ye

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This study aims to investigate the relationship between international students’ (ISs) trust of others (Japanese people and other different-language speakers) and intercultural adaptation in Japan, controlling for the effects of language abilities (both Japanese and English) and their liking of Japanese students. A total of 206 ISs completed a questionnaire survey measuring their degree of liking of general Japanese students (JSs) and trust of others, their most frequently contact persons and their communication ways, their received social support from same-language speakers, Japanese native speakers and other different-language speakers, and their degree of feeling been accepted, and so on. The following results were observed. (a) Neither Japanese language nor English language had significant effects on their sense of acceptance, while their degree of liking of JSs and trust of others had significant positive effects on it; (b) ISs’ Japanese language, along with their trust of others, led them to receive more social support from Japanese people, which helped raise their sense of acceptance in Japan; (c) ISs’ English language and their trust of others helped them receive more social support from other different- language speakers, which led them to feel been accepted in Japan. The importance of distinguishing between the effects of trust of Japanese people on intercultural adaptation and the effects of trust of other different-language speakers on intercultural adaptation is discussed.

Keywords: international students in Japan, language abilities, social support, sense of acceptance, trust of others.

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Authors: Thelma Mort

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This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments.

Keywords: language teaching, narrative, post apartheid, South Africa, student teacher

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Authors: Sepideh Mohammadi

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Iran is a country that boasts of ethnic diversity, comprising various groups such as Turks, Lors, Arabs, Baluchs, Persians, Kurds, Gliks, Azaris, and Tabaris. The majority of people in Iran are Persians and as such, the Persian language is the official language of the country. However, it is also a common language among different ethnic groups. It is worth noting that there is a longstanding history of coexistence and cultural relations between the Turkic and Lor ethnic groups. The purpose of this article is to study the range of intercultural sensitivities of Turks and Lor peoples to identify the state of intercultural competence and reduce conflicts in the direction of cultural policy. It is important to gain insight into the mutual perceptions of Lor and Turkic people towards each other. Understanding these perceptions can greatly aid in fostering stronger relationships and promoting effective communication between the two ethnic groups. The study employed a qualitative content analysis approach to gather data using a semi-structured interview tool. The participants consisted of ten individuals from the Lor ethnic and ten individuals from the Turk ethnic. According to Milton Bennett's six-stage model, our findings reveal that the Turkish and Lor ethnic groups tend to exhibit higher intercultural sensitivity in the second stage, which consists of defense against differences. Both groups tend to emphasize the differences between them, and the notion of "us and the other" holds significant importance for them. It is important to acknowledge that both the Turk and Lor ethnicities consist of various clans, which significantly shape intercultural relations between them. A common stereotype in this regard is that the Turks of Tabriz province often do not recognize the Turks of other provinces of the country as their own. Moreover, our study indicates that an increase in interaction and communication between the Lor and Turk ethnic groups may lead to a reduction in cultural sensitivities between them.

Keywords: intercultural communication, intercultural sensitivity, Iran, Lor, Turk

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Authors: Maisa Haj-Tas, Jehad Alaraifi

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The significance of the study: This retrospective study examined the speech and language profiles of patients who received clinical services at the University of Jordan Hearing and Speech Clinic (UJ-HSC) from 2009 to 2014. The UJ-HSC clinic is located in the capital Amman and was established in the late 1990s. It is the first hearing and speech clinic in Jordan and one of first speech and hearing clinics in the Middle East. This clinic provides services to an annual average of 2000 patients who are diagnosed with different communication disorders. Examining the speech and language profiles of patients in this clinic could provide an insight about the most common disorders seen in patients who attend similar clinics in Jordan. It could also provide information about community awareness of the role of speech therapists in the management of speech and language disorders. Methodology: The researchers examined the clinical records of 1140 patients (797 males and 343 females) who received clinical services at the UJ-HSC between the years 2009 and 2014 for the purpose of data analysis for this study. The main variables examined in the study were disorder type and gender. Participants were divided into four age groups: children, adolescents, adults, and older adults. The examined disorders were classified as either speech disorders, language disorders, or dysphagia (i.e., swallowing problems). The disorders were further classified as childhood language impairments, articulation disorders, stuttering, cluttering, voice disorders, aphasia, and dysphagia. Results: The results indicated that the prevalence for language disorders was the highest (50.7%) followed by speech disorders (48.3%), and dysphagia (0.9%). The majority of patients who were seen at the JU-HSC were diagnosed with childhood language impairments (47.3%) followed consecutively by articulation disorders (21.1%), stuttering (16.3%), voice disorders (12.1%), aphasia (2.2%), dysphagia (0.9%), and cluttering (0.2%). As for gender, the majority of patients seen at the clinic were males in all disorders except for voice disorders and cluttering. Discussion: The results of the present study indicate that the majority of examined patients were diagnosed with childhood language impairments. Based on this result, the researchers suggest that there seems to be a high prevalence of childhood language impairments among children in Jordan compared to other types of speech and language disorders. The researchers also suggest that there is a need for further examination of the actual prevalence data on speech and language disorders in Jordan. The fact that many of the children seen at the UJ-HSC were brought to the clinic either as a result of parental concern or teacher referral indicates that there seems to an increased awareness among parents and teachers about the services speech pathologists can provide about assessment and treatment of childhood speech and language disorders. The small percentage of other disorders (i.e., stuttering, cluttering, dysphasia, aphasia, and voice disorders) seen at the UJ-HSC may indicate a little awareness by the local community about the role of speech pathologists in the assessment and treatment of these disorders.

Keywords: clinic, disorders, language, profile, speech

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Authors: Elana Mahboub, Lamar Bakhurji, Hind Alhindi, Sara Alesayi

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Duolingo is a revolutionary language learning platform that offers an interactive and accessible learning experience. Its gamified approach makes language learning engaging and enjoyable, with a diverse range of languages available. The platform's adaptive learning system tailors lessons to individual proficiency levels, ensuring a personalized and efficient learning journey. The incorporation of multimedia elements enhances the learning experience and promotes practical language application. Duolingo's success is attributed to its mobile accessibility, offering basic access to language courses for free, with optional premium features for those seeking additional resources. Research shows positive outcomes for users, and the app's global impact extends beyond individual learning to formal language education initiatives. Duolingo is a transformative force in language education, breaking down barriers and making language learning an attainable goal for millions worldwide.

Keywords: duolingo, artificial intelligence, artificial intelligence in duolingo, benefit of artificial intelligence

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Authors: Saifunnahar

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As a former English colony, the relationship of Bangladesh with the English language goes a long way back. English is taught as a compulsory subject in Bangladesh from an early age starting from grade 1 and continuing through the 12th, yet, students are not competent enough to communicate in English proficiently. To improve students’ English language competency, the Bangladesh Ministry of Education introduced communicative language teaching (CLT) methods in English classrooms in the 1990s. It has been decades since this effort was taken, but the students’ level of proficiency is still not satisfactory. The main reason behind this failure is that CLT-based teaching-learning methods have not been effectively implemented. Very little research has been conducted to address the issues English as a foreign language (EFL) classrooms are facing to carry out CLT methodologies in secondary schools (grades 6 to 10) in Bangladesh. Though the secondary level is crucial for students’ language learning and retention, EFL classrooms are marked with various issues that make teaching-learning harder for teachers and students. This study provides an overview of the status of CLT in EFL classrooms and the reasons behind failing to implement CLT in secondary schools in Bangladesh through an analysis of the qualitative data collected from different literature. Based on the findings, effective approaches have been recommended to employ CLT in EFL classrooms.

Keywords: Bangladesh, communicative language teaching, English as a foreign language, secondary schools, pedagogy

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Authors: Ayoola Idowu Olasebikan

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The global community has become increasingly dependent on various kinds of technologies out of which Information and Communication Technologies (ICTs) appear to be the most prominent. ICTs have become multipurpose tools which have had a revolutionary impact on how we see the world and how we live in it. Yoruba is the most widely spoken African language outside Africa but it remains one of the badly spoken language in the world as a result of its outdated teaching method in the African schools which prevented its standard version from being spoken and written. This paper conducts a critical review of the traditional methods of teaching Yoruba language. It then examines the possibility of leveraging on ICTs for improved methods of teaching Yoruba language to achieve global standard and spread. It identified key ICT platforms that can be deployed for the teaching of Yoruba language and the constraints facing each of them. The paper concludes that Information and Communication Technologies appear to provide veritable opportunity for paradigm shift in the methods of teaching Yoruba Language. It also opines that Yoruba language has the potential to transform economic fortune of Africa for sustainable development provided its teaching is taken beyond the brick and mortar classroom to the virtual classroom/global information super highway called internet or any other ICTs medium. It recommends that students and teachers of Yoruba language should be encouraged to acquire basic skills in computer and internet technology in order to enhance their ability to develop and retrieve electronic Yoruba language teaching materials.

Keywords: Africa, ICT, teaching method, Yoruba language

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Authors: Aziz Soubai

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The primary issue is that English as foreign language learners don’t use English outside the classroom. The only little exposure is inside the classroom, and that’s not enough to make them good language learners! Edmodo, like the other Learning Management Systems, can be used to encourage students to collaborate with each other and with global classrooms on projects where English is used- Some examples of collaboration with different schools will be mentioned and how the Substitution Augmentation Modification Redefinition (SAMR) model and its stages can be applied in the activities, especially for teachers who are hesitant to introduce technology or don’t have a lot of technical knowledge. There will also be some focus on Edmodo groups and on how flipped and blended learning can be used as an extension for classroom time and to help the teacher address language problems and improve students’ language skills, especially writing, reading and communication. It is also equally important to use Edmodo badges and certificates for motivating and engaging learners and gamifying the lesson.

Keywords: EFL learners, language classroom-learning management system, edmodo, SAMR, language skills

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Authors: Grace Temiloluwa Agbede, Rodwell Makombe, Gift Mheta

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The study adopts a sociolinguistic framework to analyse trado-medical and church advertisements in Nigeria. The study employs a qualitative case-study approach to examine the language of trado-medical and church adverts in Nigeria. Obviously, language serves as an instrument of thought. Thus, it is safe to say that language is at the centre of every human activity and experience because it differentiates human beings from all other animals. The study analyses the appropriateness of language and visual elements in trado-medical and church advertisements in relation to their meaning. It focuses on billboard advertisements as well as selected Newspapers in Nigeria. It then became clearer that society influences language and vice versa. Thus, the justification for this study is predicated on the fact that more work still needs to be done to unpack the intertwined relationship among sociolinguistics, visual culture and advertisement. Given that this research focuses on visual advertisements by traditional medical practitioners and churches in Nigeria, it is therefore necessary to investigate the interplay between language and visuality in advertisements by traditional medical practitioners and churches.

Keywords: commercials, culture, language, visuality

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Authors: Pouya Vakili

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The aim of present paper is to have a rough comparison between language proficiency and communicative competence, moreover, how different scholars in the field of second language acquisition/assessment have defined competence in different paradigms. Researchers differ, however, in how they view 'competence'. Those who are dealing with generative tradition associated with Chomsky have defined it as linguistic competence (knowledge of the grammar of L2). Other researchers have adopted a broader perspective that is examining how learners acquire communicative competence (knowledge of both the L2 grammar and of how this system is put to use in actual communication).

Keywords: communicative competence, competence, language proficiency, linguistic competence

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Authors: Chong Ling Ling

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In the Malaysian polytechnic, there are concerns about language proficiency, communicative competence, and employability among Malaysian polytechnic ESL engineering students. This study examined the relationships between communicative competence, language proficiency, and employability using descriptive analysis and inferential statistics. Next, Pearson’s Correlation determines the correlation between communication competence, language proficiency, and employability skills of Malaysian Polytechnic ESL engineering students. The total number of participants was 81 final-year engineering students. The findings revealed high positive correlations between the communicative competence -'I can talk with a friend in English.' and employability skill (r = 0.854, p = .031), also, language proficiency -'I can understand the English songs I listen to' and employability skill (r = 0.887, p = .038). The result is consistent with the theories. The result revealed that for the 81 students, communication competence and language proficiency, and employability skills are firmly and significantly correlated. Thus, it concluded that both communicative competence and language proficiency equally essential to ensure a higher employability rate among Malaysian polytechnic ESL engineering students.

Keywords: communicative competence, employability, language proficiency, Malaysian polytechnic

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Authors: Rudinë Fetahaj, Flaka Isufi, Kristina Hansson

Abstract:

While evidence shows that in most European countries’ multilingualism is rising, unfortunately, the focus of Speech and Language Therapy (SLT) is still monolingualism. Furthermore, there is sparse information on how the needs of multilingual children with language disorders such as Developmental Language Disorder (DLD) are being met and which factors affect the intervention approach of SLTs when treating DLD. This study aims to examine the relationship and correlation between the number of languages SLTs speak, years of experience, and length of education with the advice they give to parents of multilingual children with DLD regarding which language to be spoken. This is a cross-sectional study where a survey was completed online by 2608 SLTs across Europe and data has been used from a 2017 COST-action project. IBM-SPSS-28 was used where descriptive analysis, correlation and Kruskal-Wallis test were performed.SLTs mainly advise the parents of multilingual children with DLD to speak their native language at home. Besides years of experience, language status and the level of education showed to have no association with the type of advice SLTs give. Results showed a non-significant moderate positive correlation between SLTs years of experience and their advice regarding the native language, whereas language status and length of education showed no correlation with the advice SLTs give to parents.

Keywords: quantitative study, developmental language disorders, multilingualism, speech and language therapy, children, European context

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Authors: L. Freeborn

Abstract:

Recent years have seen an increasing number of neuroimaging studies related to language learning as imaging techniques such as fMRI and EEG have become more widely accessible to researchers. By using a variety of structural and functional neuroimaging techniques, these studies have already made considerable progress in terms of our understanding of neural networks and processing related to first and second language acquisition. However, the methodological designs employed in neuroimaging studies to test language learning have been questioned by applied linguists working within the field of second language acquisition (SLA). One of the major criticisms is that tasks designed to measure language learning gains rarely have a communicative function, and seldom assess learners’ ability to use the language in authentic situations. This brings the validity of many neuroimaging tasks into question. The fundamental reason why people learn a language is to communicate, and it is well-known that both first and second language proficiency are developed through meaningful social interaction. With this in mind, the SLA field is in agreement that second language acquisition and proficiency should be measured through learners’ ability to communicate in authentic real-life situations. Whilst authenticity is not always possible to achieve in a classroom environment, the importance of task authenticity should be reflected in the design of language assessments, teaching materials, and curricula. Tasks that bear little relation to how language is used in real-life situations can be considered to lack construct validity. This paper first describes the typical tasks used in neuroimaging studies to measure language gains and proficiency, then analyses to what extent these tasks can validly assess these constructs.

Keywords: neuroimaging studies, research design, second language acquisition, task validity

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Authors: Marina Galakhova

Abstract:

Nowadays, language variants, as well as minority languages and cultures, are of increased interest, and the desire to protect them is rising. The Maori language is defined as a vulnerable language by UNESCO. Its usage is confined to intra-family communication. It is not being utilized by the younger generation or being taught at an early age; therefore, it is being replaced by more frequently used languages. Maori loanwords are a unique part of New Zealand English. That is why it is worth our attention. The aim of this study is to investigate Maori cultural loanwords in the New Zealand media. Methods of analysis of lexical units, etymological interpretation, and linguocultural commenting were used. The results of the research show that Maori borrowings are used in the media, not only with regard to Maori people but also to the whole nation. The Maori language is often used in media texts, most often without a translation in English. Not only are words borrowed, but also cultural concepts. The language usage is limited to the following spheres: everyday life, education, religion, and media. The conclusion can also be drawn that Maori words are used to emphasize a new bicultural national identity; the revival of the Maori language and culture contributed to a large number of borrowings into New Zealand English. It has been established that the Maori language is substratum because Maori provides an intrusive language, which is English with language material. It is stated that the number of borrowings denoting Maori culture is very significant. This group is even greater than the group relating to flora and fauna. Language policy in New Zealand is designed to protect and promote the Maori language and culture. Tables of Maori loanwords are also presented.

Keywords: loanwords, Maori, minority languages, New Zealand

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Authors: Adeyemo Abduljeeel Taiwo

Abstract:

This research is an attempt that creates a conducive atmosphere of a phonological and morphological compendium of Arabic language in Modern Standard Arabic (MSA) for modern day communications. The research is carried out with the chief aim of grammatical analysis of the two broad fields of Arabic linguistics namely: Applied and Socio-Linguistics. It draws a pictorial record of Applied and Socio-Linguistics in Arabic phonology and morphology. Thematically, it postulates and contemplates to a large degree, the theory of concord in contemporary modern Arabic language acquisition. It utilizes an analytical method while it portrays Arabic as a Semitic language that promotes linguistics and syntax among the scholars of the fields.

Keywords: Arabic language, applied linguistics, socio-linguistics, modern communications

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Authors: M. Imran

Abstract:

This research explores the intersections of applied linguistics, corpus linguistics, translation, and technology, aiming to present innovative cross-disciplinary tools and frameworks. It highlights significant contributions to language, corpora, and technology within applied linguistics, which deepen our understanding of these domains and provide practical resources for scholars, educators, and translators. By showcasing these advancements, the study seeks to enhance collaboration and application in language-related fields. The significance of applied linguistics is emphasized by some of the research that has been emphasized, which presents pedagogical perspectives that could enhance instruction and the learning results of student’s at all academic levels as well as translation trainees. Researchers provided useful data from language studies with classroom applications from an instructional standpoint.

Keywords: linguistics, language, corpora, technology

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