Purpose: The current paper studies the status of learning English in Lubumbashi educational sub-division I secondary schools as well as highlighting problems faced by students while learning English. Methodology: The qualitative and quantitative methods are used. Questionnaires are also used in order to get the data. Findings: The results show that in order to bring about fruitful results in improving the status of English language, teachers need tobe alert with the latest developments in the context of teaching and learning a language by adopting good strategies that include all learning skils and develop activities that favorise learning a language both at school and at home. Unique Contribution to Theory, Policy and Practice: From the study results, the following recommendations are made; Professional teachers should shift from the teacher-centered teaching to the learner-centered teaching to create an interest among learners, only qualified teachers should teach English and teachers should help students explore arrange discussions, debates e.t.c.
{"title":"The Status of Learning English Language in Lubumbashi Educational Sub-Division 1 Secondary Schools","authors":"J. Justin, Kazembe Ilunga","doi":"10.47941/ejl.1249","DOIUrl":"https://doi.org/10.47941/ejl.1249","url":null,"abstract":"Purpose: The current paper studies the status of learning English in Lubumbashi educational sub-division I secondary schools as well as highlighting problems faced by students while learning English. \u0000Methodology: The qualitative and quantitative methods are used. Questionnaires are also used in order to get the data. \u0000Findings: The results show that in order to bring about fruitful results in improving the status of English language, teachers need tobe alert with the latest developments in the context of teaching and learning a language by adopting good strategies that include all learning skils and develop activities that favorise learning a language both at school and at home. \u0000Unique Contribution to Theory, Policy and Practice: From the study results, the following recommendations are made; Professional teachers should shift from the teacher-centered teaching to the learner-centered teaching to create an interest among learners, only qualified teachers should teach English and teachers should help students explore arrange discussions, debates e.t.c.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"59 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85828867","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}
Purpose: This study investigated the effects of Think-Pair-Share (TPS) strategy and the Conventional method on students’ performance and attitude to essay writing in senior secondary schools in Ondo State. Methodology: The study adopted a quasi-experimental pre-test post-test two-group design as well as a descriptive survey-type design. The population for the study comprised all the public Senior Secondary School (SSS) III students of the 2021/2022 Session in Ondo State. The sample for this study was 65 SSS III students that were selected purposively. The two instruments used for this study are Essay Writing Attitudinal Scale and Students’ Socio-economic Background Status (EWASSSBS) and the Essay Writing Performance Test (EWPT). The reliability of EWPT was established through the test re-test method and a reliability coefficient of 0.70 was obtained while a reliability of EWASSSBS was obtained. The scores of the respondents from single administration were subjected to the Cronbach Alpha Reliability Co-efficient test and 0.82 was obtained. Findings: The outcome revealed a substantial difference between the two groups Post-Treatment Performance Scores. The post-treatment performance means score for the TPS group was 15.67, whereas the post-performance mean score for the conventional group was 12.63. The results also showed that students who were taught essay writing utilising the TPS technique had a significantly different attitude. Unique Contribution to Theory, Policy, and Practice: The study concluded that the TPS strategy enables student involvement in the learning process. The teachers encourage learning rather than being the exclusive source of knowledge for the students. Through collaborative learning, students have the chance to exchange ideas, respond, think creatively, discuss, critique, and assist their peers in creating better essays. As a result, we recommend that the government should ensure that English Language teachers are trained on how to use TPS strategies at regular intervals so that they can supplement the conventional method of teaching essay writing in Nigerian schools.
{"title":"Facilitating Independent and Collective Writing Skill Proficiency: The Think-Pair-Share Strategy Involvement","authors":"T. K. E. Akinwamide, F. M. Oguntade","doi":"10.47941/ejl.1196","DOIUrl":"https://doi.org/10.47941/ejl.1196","url":null,"abstract":"Purpose: This study investigated the effects of Think-Pair-Share (TPS) strategy and the Conventional method on students’ performance and attitude to essay writing in senior secondary schools in Ondo State. \u0000Methodology: The study adopted a quasi-experimental pre-test post-test two-group design as well as a descriptive survey-type design. The population for the study comprised all the public Senior Secondary School (SSS) III students of the 2021/2022 Session in Ondo State. The sample for this study was 65 SSS III students that were selected purposively. The two instruments used for this study are Essay Writing Attitudinal Scale and Students’ Socio-economic Background Status (EWASSSBS) and the Essay Writing Performance Test (EWPT). The reliability of EWPT was established through the test re-test method and a reliability coefficient of 0.70 was obtained while a reliability of EWASSSBS was obtained. The scores of the respondents from single administration were subjected to the Cronbach Alpha Reliability Co-efficient test and 0.82 was obtained. \u0000Findings: The outcome revealed a substantial difference between the two groups Post-Treatment Performance Scores. The post-treatment performance means score for the TPS group was 15.67, whereas the post-performance mean score for the conventional group was 12.63. The results also showed that students who were taught essay writing utilising the TPS technique had a significantly different attitude. \u0000Unique Contribution to Theory, Policy, and Practice: The study concluded that the TPS strategy enables student involvement in the learning process. The teachers encourage learning rather than being the exclusive source of knowledge for the students. Through collaborative learning, students have the chance to exchange ideas, respond, think creatively, discuss, critique, and assist their peers in creating better essays. As a result, we recommend that the government should ensure that English Language teachers are trained on how to use TPS strategies at regular intervals so that they can supplement the conventional method of teaching essay writing in Nigerian schools.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"15 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88447415","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}
Purpose: This paper aims to examine the metaphorical journey whose manifestations reside in a novel by Chinua Achebe, No Longer at Ease. Indeed, the metaphorical journey is a way for the main character to seek solutions to internal and external conflicts in a story. This trip aims to restore the lost harmony in society. Despite the lack of a satisfactory answer, ways to improve society and resolve conflicts, the main character must return to the cultural source. Methodology: To conduct this analysis, we read and re-read the novel, then we proceeded to analyze how the main character faced the challenges and how he overcame them. This analysis leads to an understanding of the changes occurred during this metaphorical journey. Findings: At the end of the analysis, it was found that this Obi Okonkwo’s trip resulted in a notorious failure, since the latter ended up committing suicide, when he was supposed to defend his society from imperialist domination. Unique Contribution to Theory, Policy and Practice: This paper, therefore, shows that any character faces challenges requiring mature preparation to achieve the intended objective. The failure of the character in this novel reflects the failure of the colonized against the colonizers.
{"title":"Journey Metaphor in Achebe’s No Longer at Ease","authors":"Jean Paul RURAHOZE BITERAHOGA","doi":"10.47941/ejl.1193","DOIUrl":"https://doi.org/10.47941/ejl.1193","url":null,"abstract":"Purpose: This paper aims to examine the metaphorical journey whose manifestations reside in a novel by Chinua Achebe, No Longer at Ease. Indeed, the metaphorical journey is a way for the main character to seek solutions to internal and external conflicts in a story. This trip aims to restore the lost harmony in society. Despite the lack of a satisfactory answer, ways to improve society and resolve conflicts, the main character must return to the cultural source. \u0000Methodology: To conduct this analysis, we read and re-read the novel, then we proceeded to analyze how the main character faced the challenges and how he overcame them. This analysis leads to an understanding of the changes occurred during this metaphorical journey. \u0000Findings: At the end of the analysis, it was found that this Obi Okonkwo’s trip resulted in a notorious failure, since the latter ended up committing suicide, when he was supposed to defend his society from imperialist domination. \u0000Unique Contribution to Theory, Policy and Practice: This paper, therefore, shows that any character faces challenges requiring mature preparation to achieve the intended objective. The failure of the character in this novel reflects the failure of the colonized against the colonizers.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"20 6","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72453692","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}
To do literary criticism is to study, interpret, analyze, and evaluate a work of art. Throughout this study the researcher read, analyzed and interpret poetic projects of two poets: William Hennery Davies and Wendell Berry. Though they wrote a lot of good and rich poems; the mentioned poets did not find enough reading and criticism in our literary context. Therefor this paper aimed at drawing the readers, researchers and critic’s attentions toward their poetry. Stylistics analysis was done that is the act of presenting and analyzing some text from those poet’s work and expounded their linguistics features on one hand literary features on the other hand in order to approve a new meaning and new critical point of view about the two poet’s literary works. مستخلص أن تمارس نقداً ادبيآ يعني أن تتدارس وتتأول وتحلل ومن ثم تقيم عملآ ادبيآ معين. ومن خلال هذه الدارسة نقب الباحث وحلل وتأول المشاريع الشعرية لشاعرين وهما : وليم هنري ديفس ووندل بيري. على الرغم من كتابتهم للعديد من الأشعار الجيدة والغنية لم يجد الشاعرين المذكورين القراءة والنقد الكافي في سياقنا الأدبي. لذلك هدفت هذه الدراسة على لفت نظر القراء والباحثين والنقاد الي شعرهما. قد مارس الباحث التحليل الاسلوبي والذي يعني عرض وتحليل نصوصآ شعرية من أعمال هذين الكاتبين وتبيين ملامحها ميزاتها اللغوية من جانب والأدبية من الجانب الآخر. ذلك من أجل تحقيق وكشف معاني ووجهة نظر نقدية جديدة فيما يتعلق بأعمال الشاعرين الأدبية.
{"title":"Critical and Appreciational Reading of Wendell Berry and William Davies Poetic Projects","authors":"Abubker Tijani Ibrahim Musa","doi":"10.47941/ejl.1172","DOIUrl":"https://doi.org/10.47941/ejl.1172","url":null,"abstract":"To do literary criticism is to study, interpret, analyze, and evaluate a work of art. Throughout this study the researcher read, analyzed and interpret poetic projects of two poets: William Hennery Davies and Wendell Berry. Though they wrote a lot of good and rich poems; the mentioned poets did not find enough reading and criticism in our literary context. Therefor this paper aimed at drawing the readers, researchers and critic’s attentions toward their poetry. Stylistics analysis was done that is the act of presenting and analyzing some text from those poet’s work and expounded their linguistics features on one hand literary features on the other hand in order to approve a new meaning and new critical point of view about the two poet’s literary works. \u0000مستخلص \u0000أن تمارس نقداً ادبيآ يعني أن تتدارس وتتأول وتحلل ومن ثم تقيم عملآ ادبيآ معين. ومن خلال هذه الدارسة نقب الباحث وحلل وتأول المشاريع الشعرية لشاعرين وهما : وليم هنري ديفس ووندل بيري. على الرغم من كتابتهم للعديد من الأشعار الجيدة والغنية لم يجد الشاعرين المذكورين القراءة والنقد الكافي في سياقنا الأدبي. لذلك هدفت هذه الدراسة على لفت نظر القراء والباحثين والنقاد الي شعرهما. قد مارس الباحث التحليل الاسلوبي والذي يعني عرض وتحليل نصوصآ شعرية من أعمال هذين الكاتبين وتبيين ملامحها ميزاتها اللغوية من جانب والأدبية من الجانب الآخر. ذلك من أجل تحقيق وكشف معاني ووجهة نظر نقدية جديدة فيما يتعلق بأعمال الشاعرين الأدبية.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"15 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82014682","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}
This study presented pantheism as question of identity or in fact collective identity. Generally, the concept of identity means collection of characteristics, abilities, goals, temperament and values that distinguish one individual from another. Throughout this study the researcher enlarged the concept of identity to include every single entity more over all these seemingly different beings with their various Features are brought together into a new one concept called pantheism that is everything is one and all is god. The researcher used qualitative: analytical descriptive, interpretive and deconstructive methods to fulfill the study goals. Pantheistic view creates peaceful atmosphere in the general life. It relates all entities one to the other through maintaining the concept of unity and one orientation. Considering pantheism as matter of identity would bring to the world a new aesthetic flavor that let everyone loves everything no matter whom or what it is, in fact it is hers, his or itself at some level. Ignorance and greed are what complicate this life and mad it boring sometimes because everyone works to defeat anyone in order to win alone. مستخلص قدمت هذه الدراسة وحدة الوجود على أنها مسألة هوية أو في الواقع هوية جماعية. يعني مفهوم الهوية عمومًا مجموعة الخصائص والقدرات والأهداف والمزاج والقيم التي تميز فردًا عن الآخر. خلال هذه الدراسة قام الباحث بتوسيع مفهوم الهوية ليشمل كل كيان على حدة أكثر من كل هذه الكائنات التي تبدو مختلفة مع ميزاتها المختلفة مجتمعة في مفهوم واحد جديد يسمى وحدة الوجود التي هي كل شيء واحد وكل شيء هو الله. استخدم الباحث المنهج النوعي: التحليلي الوصفي والتفسري والتفككي لتحقيق أهداف الدراسة. النظرة الوجودية تخلق جوًا سلميًا في الحياة العامة. وهي تربط جميع الكيانات بعضها ببعض من خلال الحفاظ على مفهوم الوحدة والتوجه الواحد. إن اعتبار وحدة الوجود على أنها مسألة هوية من شأنه أن يجلب للعالم نكهة جمالية جديدة تتيح للجميع أن يحبوا كل شيء بغض النظر عن من هو أو ما هو ، في الواقع هو/لها أو هو أو نفسها على مستوى ما . الجهل والجشع هما ما يعقد هذه الحياة ويجعلها مملة أحيانًا لأن الجميع يعمل على هزيمة أي شخص من أجل الفوز بمفرده.
{"title":"Representation of Pantheism as Collective Identity with Reference to the Poetry of William Hennery Davies and Wendell Berry.","authors":"Abubker Tijani Ibrahim Musa","doi":"10.47941/ejl.1171","DOIUrl":"https://doi.org/10.47941/ejl.1171","url":null,"abstract":"This study presented pantheism as question of identity or in fact collective identity. Generally, the concept of identity means collection of characteristics, abilities, goals, temperament and values that distinguish one individual from another. Throughout this study the researcher enlarged the concept of identity to include every single entity more over all these seemingly different beings with their various Features are brought together into a new one concept called pantheism that is everything is one and all is god. The researcher used qualitative: analytical descriptive, interpretive and deconstructive methods to fulfill the study goals. Pantheistic view creates peaceful atmosphere in the general life. It relates all entities one to the other through maintaining the concept of unity and one orientation. Considering pantheism as matter of identity would bring to the world a new aesthetic flavor that let everyone loves everything no matter whom or what it is, in fact it is hers, his or itself at some level. Ignorance and greed are what complicate this life and mad it boring sometimes because everyone works to defeat anyone in order to win alone. \u0000مستخلص \u0000قدمت هذه الدراسة وحدة الوجود على أنها مسألة هوية أو في الواقع هوية جماعية. يعني مفهوم الهوية عمومًا مجموعة الخصائص والقدرات والأهداف والمزاج والقيم التي تميز فردًا عن الآخر. خلال هذه الدراسة قام الباحث بتوسيع مفهوم الهوية ليشمل كل كيان على حدة أكثر من كل هذه الكائنات التي تبدو مختلفة مع ميزاتها المختلفة مجتمعة في مفهوم واحد جديد يسمى وحدة الوجود التي هي كل شيء واحد وكل شيء هو الله. استخدم الباحث المنهج النوعي: التحليلي الوصفي والتفسري والتفككي لتحقيق أهداف الدراسة. النظرة الوجودية تخلق جوًا سلميًا في الحياة العامة. وهي تربط جميع الكيانات بعضها ببعض من خلال الحفاظ على مفهوم الوحدة والتوجه الواحد. إن اعتبار وحدة الوجود على أنها مسألة هوية من شأنه أن يجلب للعالم نكهة جمالية جديدة تتيح للجميع أن يحبوا كل شيء بغض النظر عن من هو أو ما هو ، في الواقع هو/لها أو هو أو نفسها على مستوى ما . الجهل والجشع هما ما يعقد هذه الحياة ويجعلها مملة أحيانًا لأن الجميع يعمل على هزيمة أي شخص من أجل الفوز بمفرده. \u0000 ","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"69 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90271792","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}
Abstract This paper focuses on six interpreter-mediated interactions between teachers, migrant parents, and their children in Italian primary schools, a topic that has not yet been widely examined in the literature on public service interpreting. The analysis draws on audio-recorded interpreter-mediated interactions collected in Italy during a European Horizon 2020 project. The paper shows the barriers that exist in engaging children in these interactions. The difficulties observed are varied and more challenging to overcome than those hindering parental involvement. While Childhood Studies shows that the important enhancement of children’s agency in social contexts needs particular non-hierarchical structures of interaction, in the analysed interpreter-mediated interactions the mutual positioning of teachers, parents and mediators does not allow this enhancement. Thus, the involved children stay silent, they provide minimal responses when addressed, they show feelings of distress, and their few initiatives are not supported by the other participants. The paper shows the reasons for the failure of both teachers’ actions and mediators’ coordination to involve children and support their exercise of agency.
{"title":"Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents","authors":"Claudio Baraldi, Federica Ceccoli","doi":"10.1515/eujal-2022-0024","DOIUrl":"https://doi.org/10.1515/eujal-2022-0024","url":null,"abstract":"Abstract This paper focuses on six interpreter-mediated interactions between teachers, migrant parents, and their children in Italian primary schools, a topic that has not yet been widely examined in the literature on public service interpreting. The analysis draws on audio-recorded interpreter-mediated interactions collected in Italy during a European Horizon 2020 project. The paper shows the barriers that exist in engaging children in these interactions. The difficulties observed are varied and more challenging to overcome than those hindering parental involvement. While Childhood Studies shows that the important enhancement of children’s agency in social contexts needs particular non-hierarchical structures of interaction, in the analysed interpreter-mediated interactions the mutual positioning of teachers, parents and mediators does not allow this enhancement. Thus, the involved children stay silent, they provide minimal responses when addressed, they show feelings of distress, and their few initiatives are not supported by the other participants. The paper shows the reasons for the failure of both teachers’ actions and mediators’ coordination to involve children and support their exercise of agency.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46787805","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}
Abstract Human behaviour is encoded and decoded through language. The latter acts as a marker in conceptualising the symptomatic effect of depression and stress. Based on this premise, this study reviewed the results and findings of both qualitative and quantitative research literature on the discourse of depressive patients and which was published between 2010 to 2020. A total of 80 research articles were examined and evaluated for interpretation using the Framework of Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). Out of these, 25 articles were finalised for analysis and synthesis. The findings on linguistic indicators correlating to depression were interpreted based on (i) prevalent linguistic markers, (ii) the research design, (iii) the significance of the context, and (iv) the limitations of findings across studies that foil establishing the generalizability of linguistic markers. Although function and content words (first-person singular pronouns, negative emotional words) as markers are strongly associated with cognitive symptoms (self-focused attention) of depression, results across studies vary. It is observed that depressive individuals also used the third-person singular (he, she) and plural pronouns (they) while accusing others of referring to negative affect. These findings contribute to the literature on mental health by establishing a correlation between linguistic features and psychological symptoms of depression.
{"title":"Structural and functional markers of language signify the symptomatic effect of depression: A systematic literature review","authors":"Anbu Savekar, Shashikanta Tarai, Moksha Singh","doi":"10.1515/eujal-2022-0022","DOIUrl":"https://doi.org/10.1515/eujal-2022-0022","url":null,"abstract":"Abstract Human behaviour is encoded and decoded through language. The latter acts as a marker in conceptualising the symptomatic effect of depression and stress. Based on this premise, this study reviewed the results and findings of both qualitative and quantitative research literature on the discourse of depressive patients and which was published between 2010 to 2020. A total of 80 research articles were examined and evaluated for interpretation using the Framework of Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). Out of these, 25 articles were finalised for analysis and synthesis. The findings on linguistic indicators correlating to depression were interpreted based on (i) prevalent linguistic markers, (ii) the research design, (iii) the significance of the context, and (iv) the limitations of findings across studies that foil establishing the generalizability of linguistic markers. Although function and content words (first-person singular pronouns, negative emotional words) as markers are strongly associated with cognitive symptoms (self-focused attention) of depression, results across studies vary. It is observed that depressive individuals also used the third-person singular (he, she) and plural pronouns (they) while accusing others of referring to negative affect. These findings contribute to the literature on mental health by establishing a correlation between linguistic features and psychological symptoms of depression.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"190 - 224"},"PeriodicalIF":1.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42360567","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}
Abstract Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.
{"title":"Incorporating multilingualism in German as a Second Language classes for adult Students with Limited or Interrupted Formal Education","authors":"Ina-Maria Maahs, A. DeCapua, Marco Triulzi","doi":"10.1515/eujal-2022-0019","DOIUrl":"https://doi.org/10.1515/eujal-2022-0019","url":null,"abstract":"Abstract Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"79 - 97"},"PeriodicalIF":1.5,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43088531","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}
This paper looked into the derivations in English and Ụkwụani. Since derivation is a morphological process, the paper started by explaining derivational morphemes. Types of derivations were also explained such as: derived nominals, derived verbals and adverbials. Derivation of one word-class to another word-class; and derivations from the same word-class were critically examined in the two languages. These include: derived nominal from verbals, derived nominal from nominals, derived adjectival from adverbial. Also, this paper went further to investigate the affixes use in derivation in both English and Ụkwụani languages. The affixes used in English derivations include: prefixes and suffixes while the Ụkwụani language used prefixes and inter-fixes to derive words. All the foregoing were carefully examined in this paper. The method of research for this paper is the interview technique. The researcher conducted an interview with the aid of a questionnaire administered to some students in junior secondary school through random sampling. This is done with L1 speaker of Ụkwụani, for a proper analysis of the paper. Our study explained vividly that differences abound in the derivations of English and Ụkwụani. For example suffixes in English are used for derivation while Ụkwụni suffixes are used for inflection only and the nominal are derived by adding prefix to the verbally. Also there are no addition of suffixes in the derivation of Ụkwụani plurals as in the case of English. There are no derivational suffixes for a change of word class in Ukwuani as in the English language.
{"title":"An Investigation into the Derivations of the English Language and the Ukwuani Language","authors":"Florence Etuwe Oghiator","doi":"10.47941/ejl.1104","DOIUrl":"https://doi.org/10.47941/ejl.1104","url":null,"abstract":"This paper looked into the derivations in English and Ụkwụani. Since derivation is a morphological process, the paper started by explaining derivational morphemes. Types of derivations were also explained such as: derived nominals, derived verbals and adverbials. Derivation of one word-class to another word-class; and derivations from the same word-class were critically examined in the two languages. These include: derived nominal from verbals, derived nominal from nominals, derived adjectival from adverbial. Also, this paper went further to investigate the affixes use in derivation in both English and Ụkwụani languages. The affixes used in English derivations include: prefixes and suffixes while the Ụkwụani language used prefixes and inter-fixes to derive words. All the foregoing were carefully examined in this paper. The method of research for this paper is the interview technique. The researcher conducted an interview with the aid of a questionnaire administered to some students in junior secondary school through random sampling. This is done with L1 speaker of Ụkwụani, for a proper analysis of the paper. Our study explained vividly that differences abound in the derivations of English and Ụkwụani. For example suffixes in English are used for derivation while Ụkwụni suffixes are used for inflection only and the nominal are derived by adding prefix to the verbally. Also there are no addition of suffixes in the derivation of Ụkwụani plurals as in the case of English. There are no derivational suffixes for a change of word class in Ukwuani as in the English language.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"17 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74854078","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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