Abstract Numerous studies suggest that foreign language teaching embraces a diversity-based approach that promotes an inclusive classroom culture and diversity-oriented teacher education. This review paper outlines the underlying principles of inclusive education, the different perspectives in understanding disability in the context of education for all, and the subsequent implications for language teacher education and competencies development. In addition, the paper looks at the context of Bosnia and Herzegovina (BiH) where an extensive content analysis has generated a multi-year research project on English language teacher competencies in three interconnected phases. Although a number of steps have been made in moving forward, the implementation of inclusive education in BiH continues to face multiple challenges, some of which are a result of the complex geopolitical context, lack of comprehensive evaluation strategies, lack of a human rights-based approach to education, and scarce initiatives in systemic initial and continuing teacher education for inclusion.This review paper is part of the AILA Europe special issue.
{"title":"Inclusive Education in Bosnia and Herzegovina: Exploring English language teachers’ competencies","authors":"Alma Žero","doi":"10.1515/eujal-2022-0016","DOIUrl":"https://doi.org/10.1515/eujal-2022-0016","url":null,"abstract":"Abstract Numerous studies suggest that foreign language teaching embraces a diversity-based approach that promotes an inclusive classroom culture and diversity-oriented teacher education. This review paper outlines the underlying principles of inclusive education, the different perspectives in understanding disability in the context of education for all, and the subsequent implications for language teacher education and competencies development. In addition, the paper looks at the context of Bosnia and Herzegovina (BiH) where an extensive content analysis has generated a multi-year research project on English language teacher competencies in three interconnected phases. Although a number of steps have been made in moving forward, the implementation of inclusive education in BiH continues to face multiple challenges, some of which are a result of the complex geopolitical context, lack of comprehensive evaluation strategies, lack of a human rights-based approach to education, and scarce initiatives in systemic initial and continuing teacher education for inclusion.This review paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453018","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 ongoing study attempts to explore the role semantic prototypes play in response to the production of words of a semantic category by two groups of learners differing in age and language level. Our main objectives point to i) the identification of the number of words produced in English regarding semantic prototypes by the groups of informants; ii) the analysis and comparison of the similarities and the differences of the prototypical associations provided by learners of different ages and different language levels; iii) the evidence of the universality of prototypes through the convergences and/ or divergences collected in the sample. The data collection instruments considered for this ongoing study are a background questionnaire and a productive semantic categorization task. Findings yielded that (i) there is evidence of prototype responses, and they are exclusively associated with the basic level of categorization; (ii) children retrieved fewer prototypical and non-prototypical words than adolescents in a lexical availability test; (iii) convergences and divergences are shown in the words retrieved by the two groups differing in age and language level. This study aims to evolve the dynamics of prototypical associations in language, and their linguistic, social, and cultural implications in communication when learning a foreign language.
{"title":"Prototypical associations in the production of words in English as a foreign language by L2 learners","authors":"Jaqueline Mora","doi":"10.1515/eujal-2022-0006","DOIUrl":"https://doi.org/10.1515/eujal-2022-0006","url":null,"abstract":"Abstract This ongoing study attempts to explore the role semantic prototypes play in response to the production of words of a semantic category by two groups of learners differing in age and language level. Our main objectives point to i) the identification of the number of words produced in English regarding semantic prototypes by the groups of informants; ii) the analysis and comparison of the similarities and the differences of the prototypical associations provided by learners of different ages and different language levels; iii) the evidence of the universality of prototypes through the convergences and/ or divergences collected in the sample. The data collection instruments considered for this ongoing study are a background questionnaire and a productive semantic categorization task. Findings yielded that (i) there is evidence of prototype responses, and they are exclusively associated with the basic level of categorization; (ii) children retrieved fewer prototypical and non-prototypical words than adolescents in a lexical availability test; (iii) convergences and divergences are shown in the words retrieved by the two groups differing in age and language level. This study aims to evolve the dynamics of prototypical associations in language, and their linguistic, social, and cultural implications in communication when learning a foreign language.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44585962","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}
Sybille Heinzmann, Seraina Paul, Robert Hilbe, Nicole Schallhart, Mirjam Egli Cuenat
Abstract The present study examined the effect of language exchange activities on the development of productive foreign language skills of primary school pupils. The sample comprised a total of 392 pupils from German- and French-speaking Switzerland, attending 5th and 6th grade. The pupils’ speaking and writing skills were examined longitudinally using a quasi-experimental pre-test post-test design with an intervention and control group. The intervention lasted one school year and included two physical reunions with the partner class, as well as preparatory and follow-up activities. The German-speaking pupils’ productive skills were assessed at the beginning and end of the school year using communicative tasks. The data was analysed by means of multiple regression analysis. Results show that the intervention had a positive impact on the pupils’ speaking skills and their general language competence, as measured by a C-test. However, the intervention had no significant impact on their writing skills. The findings suggest that even short encounters at primary school level with beginners have the potential to spur language development if they are didactically well embedded.
{"title":"Development of productive language skills through language exchange in primary schools in Switzerland – An exploratory intervention study","authors":"Sybille Heinzmann, Seraina Paul, Robert Hilbe, Nicole Schallhart, Mirjam Egli Cuenat","doi":"10.1515/eujal-2021-0024","DOIUrl":"https://doi.org/10.1515/eujal-2021-0024","url":null,"abstract":"Abstract The present study examined the effect of language exchange activities on the development of productive foreign language skills of primary school pupils. The sample comprised a total of 392 pupils from German- and French-speaking Switzerland, attending 5th and 6th grade. The pupils’ speaking and writing skills were examined longitudinally using a quasi-experimental pre-test post-test design with an intervention and control group. The intervention lasted one school year and included two physical reunions with the partner class, as well as preparatory and follow-up activities. The German-speaking pupils’ productive skills were assessed at the beginning and end of the school year using communicative tasks. The data was analysed by means of multiple regression analysis. Results show that the intervention had a positive impact on the pupils’ speaking skills and their general language competence, as measured by a C-test. However, the intervention had no significant impact on their writing skills. The findings suggest that even short encounters at primary school level with beginners have the potential to spur language development if they are didactically well embedded.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42509538","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}
Makala hii inachunguza uhalisia wa maudhui ya usalama katika fasihi ya watoto kwa kuchanganua riwaya ya Kijana Mpelelezi (Wamitila,2007) na Usiku wa Manane (Kobia, 2010). Hadithi hizi za watoto zimejikita katika fasihi ya watoto. Madhumuni ya utafiti huu ni kubainisha masuala ya usalama yaliyodhihirishwa na waandishi wa riwaya za Usiku wa Manane (Kobia ,2010) na Kijana Mpelelezi (Wamitila,2007), kueleza jinsi wahusika watoto wanaohusishwa na maudhui ya usalama wanavyosawiriwa na kutathmini uhalisia wa maudhui yanayohusu usalama na yanayonuiwa watoto kama hadhira lengwa katika riwaya za Usiku wa Manane (Kobia,2010) na Kijana Mpelelezi (Wamitila,2007). Nadharia za uhalisia wa kijamaa na Soshiolojia ya fasihi zilitoa msingi madhubuti kuhusu mada husika. Makala hii inathibitisha kuwa masuala ya usalama yanayobainika yanafungamana na hali ilivyo katika maisha ya jamii ya karne hii ya ishirini na moja. Vita vya kikabila na ukosefu wa usalama katika jamii vinapaswa kuondolewa na kusahaulika kabisa. Hadithi za watoto za waandishi hawa zinadhihirisha uhalisia wa maudhui ya usalama. Ni dhahiri kuwa kuna haja ya kuchukua hatua za dharura kuwafahamisha watoto kuhusu umuhimu wa amani katika taifa ili wakikua wawe na uwezo wa kueneza maridhiano baina ya jamii lugha zote.
{"title":"UHALISIA wa MAUDHUI YA USALAMA KATIKA FASIHI ya WATOTO:MFANO wa RIWAYA ya KIJANA MPELELEZI,WAMITILA K.W (2003) na USIKU wa MANANE,KOBIA J. (2010)","authors":"Rose Ndanu Mboya","doi":"10.47941/ejl.999","DOIUrl":"https://doi.org/10.47941/ejl.999","url":null,"abstract":"Makala hii inachunguza uhalisia wa maudhui ya usalama katika fasihi ya watoto kwa kuchanganua riwaya ya Kijana Mpelelezi (Wamitila,2007) na Usiku wa Manane (Kobia, 2010). Hadithi hizi za watoto zimejikita katika fasihi ya watoto. Madhumuni ya utafiti huu ni kubainisha masuala ya usalama yaliyodhihirishwa na waandishi wa riwaya za Usiku wa Manane (Kobia ,2010) na Kijana Mpelelezi (Wamitila,2007), kueleza jinsi wahusika watoto wanaohusishwa na maudhui ya usalama wanavyosawiriwa na kutathmini uhalisia wa maudhui yanayohusu usalama na yanayonuiwa watoto kama hadhira lengwa katika riwaya za Usiku wa Manane (Kobia,2010) na Kijana Mpelelezi (Wamitila,2007). Nadharia za uhalisia wa kijamaa na Soshiolojia ya fasihi zilitoa msingi madhubuti kuhusu mada husika. Makala hii inathibitisha kuwa masuala ya usalama yanayobainika yanafungamana na hali ilivyo katika maisha ya jamii ya karne hii ya ishirini na moja. Vita vya kikabila na ukosefu wa usalama katika jamii vinapaswa kuondolewa na kusahaulika kabisa. Hadithi za watoto za waandishi hawa zinadhihirisha uhalisia wa maudhui ya usalama. Ni dhahiri kuwa kuna haja ya kuchukua hatua za dharura kuwafahamisha watoto kuhusu umuhimu wa amani katika taifa ili wakikua wawe na uwezo wa kueneza maridhiano baina ya jamii lugha zote.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75565927","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}
Language, as an identifying marker in a multicultural society, also constitutes a discriminatory factor in the same society. In order to prove that fact, a vast literature on the subject matter, coupled with direct observation and personal experience, resulted to a knowledge hereby interpreted in the light of the theory of constructivism. Language is an indispensable tool for communication amongst people anywhere on the face of the earth. In a society characterized by the multitude of languages spoken, language becomes an important criterion for identification of the members. How someone speaks goes a long way to provide information about their origin, ethnic group, social class, gender, etc. Though many languages coexist in such a society, there is often a dominant language which everybody speaks or ought to speak. This paper holds to the position that those who cannot speak that particular language or those who speak it with a strange accent, with a different intonation for instance, are the people at risk of facing linguistic discrimination (glottophobia). The recommendation supports the means to control or remedy glottophobia in a multicultural environment. Though it is a genuine feeling for anyone to desire his or her language to be spoken flawlessly even by strangers, we arrived at a conclusion that language discrimination is nothing but a killer.
{"title":"LANGUAGE IDENTITY AND DISCRIMINATION IN A MULTICULTURAL SOCIETY","authors":"E. Ekwere","doi":"10.47941/ejl.989","DOIUrl":"https://doi.org/10.47941/ejl.989","url":null,"abstract":"Language, as an identifying marker in a multicultural society, also constitutes a discriminatory factor in the same society. In order to prove that fact, a vast literature on the subject matter, coupled with direct observation and personal experience, resulted to a knowledge hereby interpreted in the light of the theory of constructivism. Language is an indispensable tool for communication amongst people anywhere on the face of the earth. In a society characterized by the multitude of languages spoken, language becomes an important criterion for identification of the members. How someone speaks goes a long way to provide information about their origin, ethnic group, social class, gender, etc. Though many languages coexist in such a society, there is often a dominant language which everybody speaks or ought to speak. This paper holds to the position that those who cannot speak that particular language or those who speak it with a strange accent, with a different intonation for instance, are the people at risk of facing linguistic discrimination (glottophobia). The recommendation supports the means to control or remedy glottophobia in a multicultural environment. Though it is a genuine feeling for anyone to desire his or her language to be spoken flawlessly even by strangers, we arrived at a conclusion that language discrimination is nothing but a killer.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88914514","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 study explores the persuasive attack strategies used by participants in the ‘Opposite Direction’ program to attack actions and characters. In particular, the study examines the differences (if any) between the attack strategies directed at actions and those at characters. To this end, 299 utterances which were taken from 30 episodes were analyzed quantitatively using SPSS Base and qualitatively by adopting Benoit’s and Dorries’ (1996), Legge et al.’s (2012), and Benoit’s and Glantz’s (2017) frameworks. The analysis shows that the participants attacked actions more than characters and that these attacks were accomplished by means of two main strategies: 1) increasing the perceived responsibility for the act and 2) increasing negative perceptions of the act. The former was enhanced by using three sub-strategies and the latter by seven sub-strategies. Furthermore, the study found that the participants attacked characters by utilizing two main strategies: 1) enhancing perception that the target possesses a trait and 2) enhancing perception that the trait is offensive. The former was enhanced by means of four sub-strategies and the latter by two sub-strategies. The study provides implications for media and political discourse analysts and researchers of how persuasive attacks are conducted in interactive programs.
摘要:本研究探讨了“反方向”项目中参与者对行为和人物的说服性攻击策略。特别是，该研究检查了针对行动和针对角色的攻击策略之间的差异(如果有的话)。为此，使用SPSS Base对取自30集的299个话语进行了定量分析，并采用Benoit ' s and Dorries(1996)、Legge et al.(2012)和Benoit ' s and Glantz(2017)框架对其进行了定性分析。分析表明，参与者对行为的攻击多于对角色的攻击，这些攻击是通过两种主要策略来实现的:1)增加对行为的感知责任和2)增加对行为的负面感知。前者通过使用3个子策略来增强，后者通过使用7个子策略来增强。此外，研究发现，参与者通过两种主要策略来攻击角色:1)增强对目标具有特征的感知和2)增强对该特征具有攻击性的感知。前者通过四个子策略提升，后者通过两个子策略提升。该研究为媒体和政治话语分析人士以及研究人员提供了在互动节目中如何进行说服性攻击的启示。
{"title":"Persuasive attack strategies in media discourse: A case study","authors":"Rawan Alkhalidi, Sharif Alghazo","doi":"10.1515/eujal-2021-0026","DOIUrl":"https://doi.org/10.1515/eujal-2021-0026","url":null,"abstract":"Abstract This study explores the persuasive attack strategies used by participants in the ‘Opposite Direction’ program to attack actions and characters. In particular, the study examines the differences (if any) between the attack strategies directed at actions and those at characters. To this end, 299 utterances which were taken from 30 episodes were analyzed quantitatively using SPSS Base and qualitatively by adopting Benoit’s and Dorries’ (1996), Legge et al.’s (2012), and Benoit’s and Glantz’s (2017) frameworks. The analysis shows that the participants attacked actions more than characters and that these attacks were accomplished by means of two main strategies: 1) increasing the perceived responsibility for the act and 2) increasing negative perceptions of the act. The former was enhanced by using three sub-strategies and the latter by seven sub-strategies. Furthermore, the study found that the participants attacked characters by utilizing two main strategies: 1) enhancing perception that the target possesses a trait and 2) enhancing perception that the trait is offensive. The former was enhanced by means of four sub-strategies and the latter by two sub-strategies. The study provides implications for media and political discourse analysts and researchers of how persuasive attacks are conducted in interactive programs.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41737595","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 The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their economic values. Hence, it is important to study what motivates people to learn minority and minoritised languages. The L2 Motivational Self System has been developed and used for explaining the motivation to learn English in homogenous educational settings. However, this is only one context in which languages are learned. Drawing on qualitative data obtained among Polish post-2004 adult migrants in Wales, this article discusses the relevance of Dörnyei’s L2 Motivational Self System and integrativeness (Gardner & Lambert 1972) in learning minority languages and the role of more subtle, social aspects of (minority) language learning such as language ideologies. It is proposed that integrativeness and language ideologies are vital in the motivation to learn minority languages.
{"title":"The role of language attitudes and ideologies in minority language learning motivation","authors":"K. Rosiak","doi":"10.1515/eujal-2021-0018","DOIUrl":"https://doi.org/10.1515/eujal-2021-0018","url":null,"abstract":"Abstract The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their economic values. Hence, it is important to study what motivates people to learn minority and minoritised languages. The L2 Motivational Self System has been developed and used for explaining the motivation to learn English in homogenous educational settings. However, this is only one context in which languages are learned. Drawing on qualitative data obtained among Polish post-2004 adult migrants in Wales, this article discusses the relevance of Dörnyei’s L2 Motivational Self System and integrativeness (Gardner & Lambert 1972) in learning minority languages and the role of more subtle, social aspects of (minority) language learning such as language ideologies. It is proposed that integrativeness and language ideologies are vital in the motivation to learn minority languages.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49371132","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 partially longitudinal study focussed on the ability of pupils to write descriptive texts in English and French as foreign languages and German as language of schooling. The teaching of two foreign languages from primary school onwards is compulsory in Switzerland, where this study is situated. The study responds to the urgent need for empirical research on cross-linguistic and cross-level development as a foundation for the improvement of language teaching. Current curricula do provide for the coherent fostering of the plurilingual repertoires of learners, across languages and school levels. But this still stands in sharp contrast to the multiple compartmentalisations and discontinuities induced by the educational system. Letters with spatial descriptions were collected in a quasi-experimental design in the canton of St. Gallen at the end of primary school (Year 6, N=185) and in the first year of secondary school (Year 7, N=218). The texts were analysed in terms of spatial organisation and text length. Moderate but statistically significant correlations between languages were found for both variables. The analysis revealed continuity of the development in the foreign languages, but stagnation in the language of schooling. The benefits of fostering transversally accessible textual patterns through a genre-based approach, in particular for the second foreign language (L3), are discussed.
{"title":"Development of writing abilities across languages and school-levels: Room descriptions produced in three languages at primary and secondary school","authors":"Mirjam Egli Cuenat","doi":"10.1515/eujal-2021-0010","DOIUrl":"https://doi.org/10.1515/eujal-2021-0010","url":null,"abstract":"Abstract This partially longitudinal study focussed on the ability of pupils to write descriptive texts in English and French as foreign languages and German as language of schooling. The teaching of two foreign languages from primary school onwards is compulsory in Switzerland, where this study is situated. The study responds to the urgent need for empirical research on cross-linguistic and cross-level development as a foundation for the improvement of language teaching. Current curricula do provide for the coherent fostering of the plurilingual repertoires of learners, across languages and school levels. But this still stands in sharp contrast to the multiple compartmentalisations and discontinuities induced by the educational system. Letters with spatial descriptions were collected in a quasi-experimental design in the canton of St. Gallen at the end of primary school (Year 6, N=185) and in the first year of secondary school (Year 7, N=218). The texts were analysed in terms of spatial organisation and text length. Moderate but statistically significant correlations between languages were found for both variables. The analysis revealed continuity of the development in the foreign languages, but stagnation in the language of schooling. The benefits of fostering transversally accessible textual patterns through a genre-based approach, in particular for the second foreign language (L3), are discussed.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46828502","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: The study aimed at assessing the role of language in the national identity of a socially dynamic society. Methodology: A desktop literature review was used for this purpose. Relevant seminal references and journal articles for the study were identified using Google Scholar. The inclusion criteria entailed papers that were not over 20 years old. Findings: From the researcher’s perspective, there is a danger that, if political communities are viewed as deriving from a shared or common cultural heritage or tradition, the political actions they take are interpreted as motivated by a shared sense of „ethnic identity‟. Languages symbolize identities and are used to signal identities by those who speak them. People are also categorized by other people according to the language they speak. People belong to many social groups and have many social identities. There is often a particularly strong link between language and a sense of belonging to a national group, a sense of national identity. ‘National’ language(s) are taught in schools as subjects and are also used in schools to teach other subjects. For some children this means learning to read and write, and then speak, a different language from the language of the home
{"title":"The Role of Language in The National Identity of a Socially Dynamic Society","authors":"Rachel Kamau","doi":"10.47941/ejl.898","DOIUrl":"https://doi.org/10.47941/ejl.898","url":null,"abstract":"Purpose: The study aimed at assessing the role of language in the national identity of a socially dynamic society. \u0000Methodology: A desktop literature review was used for this purpose. Relevant seminal references and journal articles for the study were identified using Google Scholar. The inclusion criteria entailed papers that were not over 20 years old. \u0000Findings: From the researcher’s perspective, there is a danger that, if political communities are viewed as deriving from a shared or common cultural heritage or tradition, the political actions they take are interpreted as motivated by a shared sense of „ethnic identity‟. Languages symbolize identities and are used to signal identities by those who speak them. People are also categorized by other people according to the language they speak. People belong to many social groups and have many social identities. There is often a particularly strong link between language and a sense of belonging to a national group, a sense of national identity. ‘National’ language(s) are taught in schools as subjects and are also used in schools to teach other subjects. For some children this means learning to read and write, and then speak, a different language from the language of the home","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81846580","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: Non-verbal communication has strong impact on the behavior of both instructors and learners. As a result, both the learners’ and instructors’ success rely on the effective communication between them in the classroom. The purpose of our study therefore is to evaluate instructors’ and learners’ perceptions on use of non-verbal communication in instruction of English in Kenya. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Conclusion: From the findings of this study, one may conclude that non-verbal communication helped in effective teaching and learning of English language. The study also concluded that students understand better when their teachers use non-verbal cues in the class. Instructors’ non-verbal communication is one of the best tools for classroom management and control. Recommendations: The study recommended that the government should make provision for learning resources which can complement teachers’ non-verbal usage in order to deliver content and knowledge effectively. Also, since classroom communication is a two-way process, teachers should better understand their students’ non-verbal communication. This means that if there is any communication problem in the class, the teacher should be able to adopt better methods of teaching which should also be accompanied with non-verbal gestures.
{"title":"INSTRUCTORS’ AND LEARNERS’ PERCEPTIONS ON USE OF NON-VERBAL COMMUNICATION IN INSTRUCTION OF ENGLISH IN KENYA; A CRITICAL LITERATURE REVIEW","authors":"M. Kamene","doi":"10.47941/ejl.895","DOIUrl":"https://doi.org/10.47941/ejl.895","url":null,"abstract":"Purpose: Non-verbal communication has strong impact on the behavior of both instructors and learners. As a result, both the learners’ and instructors’ success rely on the effective communication between them in the classroom. The purpose of our study therefore is to evaluate instructors’ and learners’ perceptions on use of non-verbal communication in instruction of English in Kenya. \u0000Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. \u0000Conclusion: From the findings of this study, one may conclude that non-verbal communication helped in effective teaching and learning of English language. The study also concluded that students understand better when their teachers use non-verbal cues in the class. Instructors’ non-verbal communication is one of the best tools for classroom management and control. \u0000Recommendations: The study recommended that the government should make provision for learning resources which can complement teachers’ non-verbal usage in order to deliver content and knowledge effectively. Also, since classroom communication is a two-way process, teachers should better understand their students’ non-verbal communication. This means that if there is any communication problem in the class, the teacher should be able to adopt better methods of teaching which should also be accompanied with non-verbal gestures.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88684901","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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