Pub Date : 2023-11-16DOI: 10.32591/coas.ojsl.0602.04069c
Evelyn Cano
This qualitative research explores the experience of four language teachers working in international settings in order to learn how this practice can contribute to their teaching perspective and competence. Teachers from countries such as Canada, Mexico and Italy who have taught English, Portuguese and Italian in different countries in the Americas, Europe and Asia participated in this study. For this purpose, the study inquiries into the beneficial aspects and challenges they have faced and how this has become a factor of progress in their professional trajectory. Aspects related to the motivation to teach in international contexts, the language barrier and culture shock are also approached. The results suggest that language teaching in international contexts is an enriching experience that has contributed to broadening their knowledge, abilities and viewpoints, and becoming aware of the multicultural and linguistic diversity of our world.
{"title":"Language Teacher’s Experience When Teaching in International Contexts","authors":"Evelyn Cano","doi":"10.32591/coas.ojsl.0602.04069c","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0602.04069c","url":null,"abstract":"This qualitative research explores the experience of four language teachers working in international settings in order to learn how this practice can contribute to their teaching perspective and competence. Teachers from countries such as Canada, Mexico and Italy who have taught English, Portuguese and Italian in different countries in the Americas, Europe and Asia participated in this study. For this purpose, the study inquiries into the beneficial aspects and challenges they have faced and how this has become a factor of progress in their professional trajectory. Aspects related to the motivation to teach in international contexts, the language barrier and culture shock are also approached. The results suggest that language teaching in international contexts is an enriching experience that has contributed to broadening their knowledge, abilities and viewpoints, and becoming aware of the multicultural and linguistic diversity of our world.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"30 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.32591/coas.ojsl.0602.03059a
Alex Acquah, John Odame, Elisabeth Akushia Antie, Ebenezer Nkum
Language, Literacy, and Learning in STEM Education is a comprehensive examination of the role of language and literacy in science, technology, engineering, and mathematics (STEM) education. The book provides an in-depth look at the ways in which language and literacy skills impact student learning and achievement in STEM subjects, and offers practical strategies for addressing the linguistic and literate demands of STEM education. Through a combination of research, case studies, and practical examples, the book offers a valuable resource for educators looking to support the linguistic and literate development of their STEM students.
{"title":"Book Review on Language, Literacy and Learning in STEM Education","authors":"Alex Acquah, John Odame, Elisabeth Akushia Antie, Ebenezer Nkum","doi":"10.32591/coas.ojsl.0602.03059a","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0602.03059a","url":null,"abstract":"Language, Literacy, and Learning in STEM Education is a comprehensive examination of the role of language and literacy in science, technology, engineering, and mathematics (STEM) education. The book provides an in-depth look at the ways in which language and literacy skills impact student learning and achievement in STEM subjects, and offers practical strategies for addressing the linguistic and literate demands of STEM education. Through a combination of research, case studies, and practical examples, the book offers a valuable resource for educators looking to support the linguistic and literate development of their STEM students.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131283881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.32591/coas.ojsl.0602.02051m
Maria Manola
This study deals with the places, where Constantine Cavafy lived and created. Its purpose is to promote his work, through the creation of mapped cultural literary paths, in the footsteps of the Alexandrian poet and writer. Cavafy’s poetry has withstood the test of time, as it is always relevant, because it can always be read, in such a way, as to force the reader to reflect on the problems of his time. His work attempts to capture, but mainly to interpret, historically, this key time, in order to make everybody understand the endurance of Cavafy’s poetry over time. This article, recognizing the author as a timeless tourist product, attempts to promote the cultural heritage around his name, in order to promote the tourist exploitation of the places that marked his course.
{"title":"Cavafy’s Places – Mapping of Literary Routes","authors":"Maria Manola","doi":"10.32591/coas.ojsl.0602.02051m","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0602.02051m","url":null,"abstract":"This study deals with the places, where Constantine Cavafy lived and created. Its purpose is to promote his work, through the creation of mapped cultural literary paths, in the footsteps of the Alexandrian poet and writer. Cavafy’s poetry has withstood the test of time, as it is always relevant, because it can always be read, in such a way, as to force the reader to reflect on the problems of his time. His work attempts to capture, but mainly to interpret, historically, this key time, in order to make everybody understand the endurance of Cavafy’s poetry over time. This article, recognizing the author as a timeless tourist product, attempts to promote the cultural heritage around his name, in order to promote the tourist exploitation of the places that marked his course.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122099735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-23DOI: 10.32591/coas.ojsl.0602.01045n
Tanya Jocelyn Narvaez Flores
Language interference is a relevant topic for second language acquisition because most language learners face this phenomenon when learning a new language. This study followed a social constructivist philosophy, focusing on indictive and qualitative methods. This case study was conducted in Leon, Guanajuato, Mexico. In this case study, I explored the experiences of two young-adults language learners from the center of Guanajuato, Mexico. These participants have been taking formal English lessons for more than twelve years. However, these learners are still not able to have fluent conversations in English. The instruments used for this research were questionnaires, interviews, and recorded conversations. After conducting a thematic analysis, the result indicates that the main issue these participants are facing is the use of translation as a strategy and the concern the participants have of committing mistakes.
{"title":"The Effects of Language Interference in Learning English Syntax for Spanish Native Speakers: A Case Study on a Mexican Context","authors":"Tanya Jocelyn Narvaez Flores","doi":"10.32591/coas.ojsl.0602.01045n","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0602.01045n","url":null,"abstract":"Language interference is a relevant topic for second language acquisition because most language learners face this phenomenon when learning a new language. This study followed a social constructivist philosophy, focusing on indictive and qualitative methods. This case study was conducted in Leon, Guanajuato, Mexico. In this case study, I explored the experiences of two young-adults language learners from the center of Guanajuato, Mexico. These participants have been taking formal English lessons for more than twelve years. However, these learners are still not able to have fluent conversations in English. The instruments used for this research were questionnaires, interviews, and recorded conversations. After conducting a thematic analysis, the result indicates that the main issue these participants are facing is the use of translation as a strategy and the concern the participants have of committing mistakes.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115452811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.32591/coas.ojsl.0601.05037d
Enhya Mylevva De León Zamarripa
Learning about what English learners think about the different accents while speaking English is essential to understand their reactions and ideas towards the use of the Mexican accent while speaking English. By presenting two different audios and asking the participants their perceptions about those, the research investigates what two 12-year-olds think about the use of the Mexican accent.
{"title":"12-year-old Mexican English Learners’ Listening Perceptions: Differences Between American Accent or Mexican Accent","authors":"Enhya Mylevva De León Zamarripa","doi":"10.32591/coas.ojsl.0601.05037d","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0601.05037d","url":null,"abstract":"Learning about what English learners think about the different accents while speaking English is essential to understand their reactions and ideas towards the use of the Mexican accent while speaking English. By presenting two different audios and asking the participants their perceptions about those, the research investigates what two 12-year-olds think about the use of the Mexican accent.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"PP 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126446862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.32591/coas.ojsl.0601.04029m
Martha Gabriela Muñoz Valderrama
Learning a language involves more than willingness and effort; it also involves emotions, good and bad experiences, and the effects of all of them in the production of all four skills, listening, speaking, reading, and writing. Sadly, emotions and mental disorders such as anxiety, depression, and overthinking are put aside when learning a language. Mental disorders should have a stronger recognition in learning a language, those can affect the production of the language, therefore; the learners might feel frustrated for not achieving their expected goals in the language.
{"title":"Anxiety, Frustration, and Bad Experiences When Learning a Foreign Language Interfering in the Oral Production of a Teenager: A Case Study","authors":"Martha Gabriela Muñoz Valderrama","doi":"10.32591/coas.ojsl.0601.04029m","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0601.04029m","url":null,"abstract":"Learning a language involves more than willingness and effort; it also involves emotions, good and bad experiences, and the effects of all of them in the production of all four skills, listening, speaking, reading, and writing. Sadly, emotions and mental disorders such as anxiety, depression, and overthinking are put aside when learning a language. Mental disorders should have a stronger recognition in learning a language, those can affect the production of the language, therefore; the learners might feel frustrated for not achieving their expected goals in the language.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133250816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-07DOI: 10.32591/coas.ojsl.0601.03021m
Alicia Martínez
The objective of this research is to know the impact that the media have had on the learning of English, taking into account factors such as linguistic globalization and the influence that the media have had on the spreading of the language. It is important to highlight that the media have been very present in the daily life of recent generations of individuals and although they can be perceived as a means to perform recreational activities, they have also functioned as a tool to learn or develop skills, including among them the learning of English. Nevertheless, several questions arise regarding the outcomes of an autonomous English learning process. This study intends to explore to what extent social media is a useful tool for people to learn a language autonomously through the experiences of several individuals that happen to learn English using media as an instrument.
{"title":"The Influence of Media in Autonomous English Learners","authors":"Alicia Martínez","doi":"10.32591/coas.ojsl.0601.03021m","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0601.03021m","url":null,"abstract":"The objective of this research is to know the impact that the media have had on the learning of English, taking into account factors such as linguistic globalization and the influence that the media have had on the spreading of the language. It is important to highlight that the media have been very present in the daily life of recent generations of individuals and although they can be perceived as a means to perform recreational activities, they have also functioned as a tool to learn or develop skills, including among them the learning of English. Nevertheless, several questions arise regarding the outcomes of an autonomous English learning process. This study intends to explore to what extent social media is a useful tool for people to learn a language autonomously through the experiences of several individuals that happen to learn English using media as an instrument.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"323 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123651915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.32591/coas.ojsl.0601.02011c
José Luis Castillo Gallardo
The purpose of this study was to discover the perceptions that Mexican high school students hold toward deductive and inductive grammar teaching. This study followed the qualitative method to make sense of the data provided by the participants. The study took place in a private catholic high school in Guanajuato, Mexico. Three female Mexican students who were on average 17 years old were the participants in this investigation. This research was a case study that examined participants’ perceptions very closely. The data in the study were gathered through two questionnaires, and one interview. To analyze the data, the researcher implemented thematic analysis which permitted the identification of salient themes. Overall, the results seem to suggest that students perceive the implementation of the inductive approach as an interactive teaching strategy that generates an appealing learning environment. On the negative side, the participants considered that the use of the inductive approach took too much class time, and they saw this as a disadvantage. Moreover, the results indicate that students are used to the deductive approach, and they consider it to be easier to be applied and followed in the language classroom.
{"title":"Mexican High School Students’ Perceptions Regarding Inductive and Deductive Grammar Teaching","authors":"José Luis Castillo Gallardo","doi":"10.32591/coas.ojsl.0601.02011c","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0601.02011c","url":null,"abstract":"The purpose of this study was to discover the perceptions that Mexican high school students hold toward deductive and inductive grammar teaching. This study followed the qualitative method to make sense of the data provided by the participants. The study took place in a private catholic high school in Guanajuato, Mexico. Three female Mexican students who were on average 17 years old were the participants in this investigation. This research was a case study that examined participants’ perceptions very closely. The data in the study were gathered through two questionnaires, and one interview. To analyze the data, the researcher implemented thematic analysis which permitted the identification of salient themes. Overall, the results seem to suggest that students perceive the implementation of the inductive approach as an interactive teaching strategy that generates an appealing learning environment. On the negative side, the participants considered that the use of the inductive approach took too much class time, and they saw this as a disadvantage. Moreover, the results indicate that students are used to the deductive approach, and they consider it to be easier to be applied and followed in the language classroom.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133200995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.32591/coas.ojsl.0601.01001b
Juan Carlos Bonilla
This paper examines the thoughts and beliefs of three English language teachers regarding the National English Program’s implementation in their individual teaching settings. The study was achieved in public schools in the Mexican state of Guanajuato’s region of Irapuato. A qualitative approach was utilized, and questionnaires served as the primary data collection tool. Results thus far indicate that all teachers generally have poor perceptions about the implementation of the National English Program. In order to improve the English language program, it was concluded that the government and school authorities need to act forthwith.
{"title":"Teachers’ Perceptions Regarding the Implementation of the National English Program (PRONI) in EFL Classes in Mexico","authors":"Juan Carlos Bonilla","doi":"10.32591/coas.ojsl.0601.01001b","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0601.01001b","url":null,"abstract":"This paper examines the thoughts and beliefs of three English language teachers regarding the National English Program’s implementation in their individual teaching settings. The study was achieved in public schools in the Mexican state of Guanajuato’s region of Irapuato. A qualitative approach was utilized, and questionnaires served as the primary data collection tool. Results thus far indicate that all teachers generally have poor perceptions about the implementation of the National English Program. In order to improve the English language program, it was concluded that the government and school authorities need to act forthwith.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133559187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.32591/coas.ojsl.0502.03051a
Patricia Paola Araíz-Carrillo
In the present time, English is widely used as the common language for global interaction. In other words, English is used by both native and non-native speakers of the language to communicate with a variety of individuals with different backgrounds, cultures, and first languages. Nevertheless, in language education, the native speaker ideal is still the model of reference for performance. This case study was concerned with examining the effects and influence of the native speaker ideal on students’ motivation in Central Mexico. The participants for this study consisted of 6 female college students. They were enrolled in English classes at the University of Guanajuato as part of their undergraduate program at the time of the study. An interview of 10 base questions was designed to gather data. The results conclude that the native speaker ideal usually has a negative influence on students’ motivation. For this reason, it would be valuable to approach English as an international language instead.
在当今时代，英语作为全球互动的通用语言被广泛使用。换句话说，英语的母语和非母语人士都使用英语与不同背景、文化和第一语言的各种个人进行交流。然而，在语言教育中，母语者理想仍然是表现的参考模式。本个案研究旨在探讨以母语为母语的理想对中墨西哥学生学习动机的影响。研究对象为6名女大学生。在研究期间，他们参加了瓜纳华托大学(University of Guanajuato)的英语课程，这是他们本科课程的一部分。设计了一个包含10个基本问题的访谈来收集数据。结果表明，母语理想通常对学生的学习动机有负面影响。出于这个原因，把英语作为一门国际语言来对待是有价值的。
{"title":"The Impact of the Native Speaker Ideal on Learners’ Motivation in an EFL Context","authors":"Patricia Paola Araíz-Carrillo","doi":"10.32591/coas.ojsl.0502.03051a","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0502.03051a","url":null,"abstract":"In the present time, English is widely used as the common language for global interaction. In other words, English is used by both native and non-native speakers of the language to communicate with a variety of individuals with different backgrounds, cultures, and first languages. Nevertheless, in language education, the native speaker ideal is still the model of reference for performance. This case study was concerned with examining the effects and influence of the native speaker ideal on students’ motivation in Central Mexico. The participants for this study consisted of 6 female college students. They were enrolled in English classes at the University of Guanajuato as part of their undergraduate program at the time of the study. An interview of 10 base questions was designed to gather data. The results conclude that the native speaker ideal usually has a negative influence on students’ motivation. For this reason, it would be valuable to approach English as an international language instead.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125470790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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