Pub Date : 2021-01-01DOI: 10.12795/elia.2021.i21.05
Veri Farina
The educational system in Japan has traditionally been focused on the “one nation, one language” ideology. This has led to the marginalization of indigenous and immigrant languages. As a consequence, heritage speakers are dealing with the loss of their heritage languages. However, there are isolated movements addressing the maintenance of the heritage languages, though they haven’t had a long-lasting effect on the educational system. In an attempt to contribute to reversing this language and identity loss, we based our research on two main points: 1) the belief that creating an informed partnership will help heritage language speakers (HLS) to integrate in the mainstream education space (Cummins, 2014) and 2) confidence in the importance of interconnecting the isolated movements for language maintenance. Would it be possible to achieve it in the Japanese educational context? Can we start scaffolding this new structure of informed partnership from the university level? In order to try to prove this point of view successfully, this article describes the creation at the university level of a class about Heritage languages and speakers in Japan, inspired by the Content and Language Integrated Learning model (CLIL). This class was meant to support and interact with another class called “Spanish for heritage students” that was developed at the same university. The student population is 14, almost half of them with a heritage language or culture. The course duration was one semester. The contents that were selected to reach the class goals are mentioned, as well as some points of view regarding what should be done to shift the Japanese educational system from a homogeneous stance to a multicultural inclusive posture. And in such a short time we could evidence an evolution in students’ critical awareness of the current immigrants’ heritage language and cultural situation in Japan. Working with specific vocabulary, reading from authentic sources, discussing contemporary articles among them, they could give shape to their thoughts in Spanish in order to express their opinions and possible solutions to this important matter.
{"title":"Heritage language speakers in university education in Japan: Perspectives for an inclusive society.","authors":"Veri Farina","doi":"10.12795/elia.2021.i21.05","DOIUrl":"https://doi.org/10.12795/elia.2021.i21.05","url":null,"abstract":"The educational system in Japan has traditionally been focused on the “one nation, one language” ideology. This has led to the marginalization of indigenous and immigrant languages. As a consequence, heritage speakers are dealing with the loss of their heritage languages. However, there are isolated movements addressing the maintenance of the heritage languages, though they haven’t had a long-lasting effect on the educational system. In an attempt to contribute to reversing this language and identity loss, we based our research on two main points: 1) the belief that creating an informed partnership will help heritage language speakers (HLS) to integrate in the mainstream education space (Cummins, 2014) and 2) confidence in the importance of interconnecting the isolated movements for language maintenance. Would it be possible to achieve it in the Japanese educational context? Can we start scaffolding this new structure of informed partnership from the university level? In order to try to prove this point of view successfully, this article describes the creation at the university level of a class about Heritage languages and speakers in Japan, inspired by the Content and Language Integrated Learning model (CLIL). This class was meant to support and interact with another class called “Spanish for heritage students” that was developed at the same university. The student population is 14, almost half of them with a heritage language or culture. The course duration was one semester. The contents that were selected to reach the class goals are mentioned, as well as some points of view regarding what should be done to shift the Japanese educational system from a homogeneous stance to a multicultural inclusive posture. And in such a short time we could evidence an evolution in students’ critical awareness of the current immigrants’ heritage language and cultural situation in Japan. Working with specific vocabulary, reading from authentic sources, discussing contemporary articles among them, they could give shape to their thoughts in Spanish in order to express their opinions and possible solutions to this important matter.","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76917518","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 : 2021-01-01DOI: 10.12795/elia.mon.2021.i2.05
Marta Nogueroles-López, Mercedes Pérez-Serrano, Jon Andoni-Duñabeitia
{"title":"Hablar con tu(s) hijo/a(s) en lengua extranjera: motivaciones de las familias.","authors":"Marta Nogueroles-López, Mercedes Pérez-Serrano, Jon Andoni-Duñabeitia","doi":"10.12795/elia.mon.2021.i2.05","DOIUrl":"https://doi.org/10.12795/elia.mon.2021.i2.05","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84187345","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 : 2021-01-01DOI: 10.12795/elia.mon.2021.i2.03
L. Gaiser
{"title":"Negotiating family language policy: the interplay of Arabic and English in Manchester.","authors":"L. Gaiser","doi":"10.12795/elia.mon.2021.i2.03","DOIUrl":"https://doi.org/10.12795/elia.mon.2021.i2.03","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75095823","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 : 2021-01-01DOI: 10.12795/elia.2021.i21.02
M. Abad, Juanita Argudo, Tammy Fajardo-Dack, P. Cabrera
The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.
{"title":"An exploration of EFL teaching practices in light of teachers’ language proficiency.","authors":"M. Abad, Juanita Argudo, Tammy Fajardo-Dack, P. Cabrera","doi":"10.12795/elia.2021.i21.02","DOIUrl":"https://doi.org/10.12795/elia.2021.i21.02","url":null,"abstract":"The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84492481","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 : 2021-01-01DOI: 10.12795/elia.mon.2021.i2.06
Claudia Demkura
{"title":"The development of a Spanish heritage language program for children in German Switzerland and its impact on community perception of Latin American immigrants.","authors":"Claudia Demkura","doi":"10.12795/elia.mon.2021.i2.06","DOIUrl":"https://doi.org/10.12795/elia.mon.2021.i2.06","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77040402","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 : 2021-01-01DOI: 10.12795/elia.mon.2021.i2.07
Chloe Castle
{"title":"Expats in Prague: Czech borrowings in L1 English speakers","authors":"Chloe Castle","doi":"10.12795/elia.mon.2021.i2.07","DOIUrl":"https://doi.org/10.12795/elia.mon.2021.i2.07","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80738366","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 : 2021-01-01DOI: 10.12795/elia.mon.2021.i2.02
Adil Moustaoui Srhir
{"title":"THE DISCOURSES OF HERITAGE LANGUAGES: DEVELOPMENT AND MAINTENANCE WITHIN TRANSNATIONAL MOROCCAN FAMILIES IN SPAIN. FROM LANGUAGE IDEOLOGIES TO RESISTANCE","authors":"Adil Moustaoui Srhir","doi":"10.12795/elia.mon.2021.i2.02","DOIUrl":"https://doi.org/10.12795/elia.mon.2021.i2.02","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86445894","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 : 2021-01-01DOI: 10.12795/elia.2021.i21.06
J. Milton
{"title":"Key concepts in applied linguistics / Conceptos clave de la lingüística aplicada: Translanguaging.","authors":"J. Milton","doi":"10.12795/elia.2021.i21.06","DOIUrl":"https://doi.org/10.12795/elia.2021.i21.06","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90840466","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 : 2021-01-01DOI: 10.12795/elia.mon.2021.i2.04
Sviatlana Karpava
{"title":"Family bilingualism and home literacy environment in the context of Cyprus migrants.","authors":"Sviatlana Karpava","doi":"10.12795/elia.mon.2021.i2.04","DOIUrl":"https://doi.org/10.12795/elia.mon.2021.i2.04","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88204266","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 : 2021-01-01DOI: 10.12795/elia.2021.i21.03
María Daniela Cifone Ponte, Jaqueline Mora Guarín
In recent decades, scholars’ attention has been focused on how the target and source cultures can be integrated to EFL materials. Despite significant progress in this respect, the source culture is still considered as the predominant culture in a classroom, even in countries where immigration is reaching unprecedented numbers (Suárez Orozco, 2001; McKay, 2003). This poses some challenges for selecting the vocabulary input for EFL materials and promoting cultural diversity in the classroom. For this reason, since semantic prototypes are anchored in the categorisation of mental lexicon (Taylor, 1989; Aitchison, 2003), they may shed light on what cultural words are being and should be integrated to EFL textbooks to foster the integration and balance of predominant and non-predominant cultures. This study aims to examine whether immigrant learners’ cultures are evidenced in the vocabulary input of two EFL textbooks used in La Rioja, Spain; and to analyse if these cultural identities are represented through prototypical associations by means of two semantic categories: free-time activities and festivities. The results suggest that (i) the target culture is pervasive while immigrant students’ cultures are scarcely included in EFL materials; (ii) there are similarities and differences regarding the cultural aspects drawn through prototypical associations in the two EFL textbooks selected; and (iii) the cultural identity aspects are scarce because most of the vocabulary input of EFL textbooks is focused on the use of words from the target language. The present study has implications for textbooks publishers and multilingual learners as it provides insights into the unbalanced cultural picture that EFL textbooks draw through word associations.
{"title":"Immigrant learners’ cultural identities in the vocabulary input of EFL textbooks through prototypical associations.","authors":"María Daniela Cifone Ponte, Jaqueline Mora Guarín","doi":"10.12795/elia.2021.i21.03","DOIUrl":"https://doi.org/10.12795/elia.2021.i21.03","url":null,"abstract":"In recent decades, scholars’ attention has been focused on how the target and source cultures can be integrated to EFL materials. Despite significant progress in this respect, the source culture is still considered as the predominant culture in a classroom, even in countries where immigration is reaching unprecedented numbers (Suárez Orozco, 2001; McKay, 2003). This poses some challenges for selecting the vocabulary input for EFL materials and promoting cultural diversity in the classroom. For this reason, since semantic prototypes are anchored in the categorisation of mental lexicon (Taylor, 1989; Aitchison, 2003), they may shed light on what cultural words are being and should be integrated to EFL textbooks to foster the integration and balance of predominant and non-predominant cultures. This study aims to examine whether immigrant learners’ cultures are evidenced in the vocabulary input of two EFL textbooks used in La Rioja, Spain; and to analyse if these cultural identities are represented through prototypical associations by means of two semantic categories: free-time activities and festivities. The results suggest that (i) the target culture is pervasive while immigrant students’ cultures are scarcely included in EFL materials; (ii) there are similarities and differences regarding the cultural aspects drawn through prototypical associations in the two EFL textbooks selected; and (iii) the cultural identity aspects are scarce because most of the vocabulary input of EFL textbooks is focused on the use of words from the target language. The present study has implications for textbooks publishers and multilingual learners as it provides insights into the unbalanced cultural picture that EFL textbooks draw through word associations.","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87576413","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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