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Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2017 Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom Michael Spooner Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the First and Second Language Acquisition Commons Recommended Citation Spooner, Michael, "Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom" (2017). All Graduate Plan B and other Reports. 1126. https://digitalcommons.usu.edu/gradreports/1126 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. i CODE-SWITCHING AND ITS CHALLENGES: PERSPECTIVES ON TRANSLANGUAGING IN THE EFL CLASSROOM by Michael Spooner A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: Dr. Karin DeJonge-Kannan Dr. Maria Luisa Spicer-Escalante Major Professor Committee Member Dr. Abdulkafi Albirini Dr. Sylvia Read Committee Member Committee Member Dr. Bradford J. Hall Department Head UTAH STATE UNIVERSITY Logan, Utah 2017 Copyright 2017 © Michael Spooner All rights reserved DEDICATION This work is dedicated to the memory of Alberto, whose full name I do not know. Alberto was a Puerto Rican man who worked long ago with my father in a machine shop in Milwaukee. Alberto loved Spanish, his first language, and especially the way it was spoken in Puerto Rico. -
Reference Guide for the History of English
Reference Guide for the History of English Raymond Hickey English Linguistics Institute for Anglophone Studies University of Duisburg and Essen January 2012 Some tips when using the Reference Guide: 1) To go to a certain section of the guide, press Ctrl-F and enter the name of the section. Alternatively, you can search for an author or the title of a book. 2) Remember that, for reasons of size, the reference guide only includes books. However, there are some subjects for which whole books are not readily available but only articles. In this case, you can come to me for a consultation or of course, you can search yourself. If you are looking for articles on a subject then one way to find some would be to look at a standard book on the (larger) subject area and then consult the bibliography at the back of the book., To find specific contents in a book use the table of contents and also the index at the back which always offers more detailed information. If you are looking for chapters on a subject then an edited volume is the most likely place to find what you need. This is particularly true for the history of English. 3) When you are starting a topic in linguistics the best thing to do is to consult a general introduction (usually obvious from the title) or a collection of essays on the subject, often called a ‘handbook’. There you will find articles on the subareas of the topic in question, e.g. a handbook on varieties of English will contain articles on individual varieties, a handbook on language acquisition will contain information on various aspects of this topic. -
Relevance of SLA to English Language Teachers
5 Ways Second Language Acquisition Is Relevant to ELT by Michael Lessard-Clouston Teachers who complete a TESOL certificate or further training typically take a course in second language acquisition (SLA). Yet in teaching, soon after graduation, they find themselves busy with lesson plans, grading, and many other tasks. So why bother studying SLA or its research? In this article, I discuss five ways that SLA is relevant to English language teachers, and I introduce 10 SLA-related journals and encourage teachers to check out relevant articles. 1. It Helps English Language Teachers Understand Student Learning It is not unusual for English as a second language (ESL) or English as a foreign language (EFL) teachers to include a statement of teaching philosophy with job applications, and for college, school, or university employers to require such a statement. However, it is really difficult to write a good teaching philosophy if you haven’t thought carefully about classroom English language learning. In the MA TESOL program where I teach, one of the options for the final assignment in our SLA course is to write up your philosophy of language learning. After considering a range of topics from our textbooks and discussing relevant articles, students have the opportunity to prepare a well-articulated statement of how various SLA topics influence students’ English language learning, and therefore inform their ESL/EFL teaching. To teach well, one needs to understand learning, so SLA is key. 2. It Allows Teachers to Reflect on Their Own Learning Reflecting on learning to inform your teaching is simply a best practice in English language teaching (ELT). -
Leeds Working Papers in Linguistics and Phonetics
LWPLP Leeds Working Papers in Linguistics and Phonetics The University of Leeds Volume 18, 2013 Leeds Working Papers in Linguistics and Phonetics Volume 18, 2013 Editors: David Wright, Marilena Di Bari, Christopher Norton, Ashraf Abdullah and Ruba Khamam Contents Christopher Norton and David Wright ii–iii Editorial preface Alaric Hall 1–33 Jón the Fleming: Low German in Thirteenth-Century Norway and Fourteenth-Century Iceland Barry Heselwood and Janet C. E. Watson 34–53 The Arabic definite article does not assimilate Sandra Nickel 54–84 Spreading which word? Philological, theological and socio-political con- siderations behind the nineteenth-century Bible translation into Yorùbá Mary Alice Sanigar 85–114 Selling an Education. Universities as commercial entities: a corpus-based study of university websites as self-promotion Abdurraouf Shitaw 115–132 Gestural phasing of tongue-back and tongue-tip articulations in Tripoli- tanian Libyan Arabic Marilena Di Bari 133–137 An interview with Marina Manfredi on the use of systemic functional linguistics, and other ways of teaching translation studies Ran Xu 138–141 An interview with Dr. Franz Pöchhacker on interpreting research and training Norton and Wright LWPLP, 18, 2013 Editorial Preface Chris Nortona and David Wrightb aThe University of Leeds, UK; [email protected] bThe University of Leeds, UK; [email protected] Leeds Working Papers in Linguistics and Phonetics (LWPLP) is a peer- reviewed journal which publishes reports on research in linguistics, lan- guage studies, phonetics, and translation studies by staff and students at the University of Leeds. First published in 1983, the journal was revived in 1998 by Paul Foulkes (now at the University of York) and Diane Nelson. -
Code Switching in ESL Teaching at University Level in Pakistan
English Language Teaching; Vol. 13, No. 8; 2020 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Code Switching in ESL Teaching at University Level in Pakistan Muhammad Younas1, Muhammad Afzaal2, Uzma Noor1, Samina Khalid1 & Swaleha Naqvi2 1 School of Education, Soochow University, China 2 Department of English, Foundation University Islamabad Rawalpindi Campus, Pakistan Correspondence: Muhammad Afzaal, Senior Lecturer, Department of English, Foundation University Islamabad, Rawalpindi Capmus, Pakistan. Received: June 20, 202 Accepted: June 29, 2020 Online Published: July 10, 2020 doi: 10.5539/elt.v13n8p63 URL: https://doi.org/10.5539/elt.v13n8p63 Abstract Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners. -
Publications in Pers Format
1 Curriculum Vitae Robert P. Stockwell Professor Emeritus, Department of Linguistics, UCLA Address: (Home) 4000 Hayvenhurst Ave, Encino, CA 91436 (Office) Department of Linguistics, UCLA, Los Angeles, CA 90095 Phone: (Home) (818) 783-1719 (Office) (310) 925-8675 E-Mail: [email protected] Born June 12, 1925, Oklahoma City, Oklahoma Education: BA. (English and Greek) 1946, University of Virginia MA. (English) 1949, University of Virginia Ph.D. (English Philology) 1952, University of Virginia Experience: 1952-56 School of Languages, Foreign Service Institute, Department of State (in charge of Spanish and Portuguese language instruction; co-authored the FSI Spanish text which was the main instructional tool at FSI for the next 20 years and became the principal model for the MLA Modern Spanish and the ALM series of language texts from Harcourt Brace Jovanovich. 1956-66 Professor of English, UCLA (Assistant Professor 1956, Associate Professor 1958, Full Professor 1962). Responsible for graduate and undergraduate courses in history and structure of English language. 1966-1994: Professor of Linguistics, UCLA. Responsible for graduate and undergraduate courses in historical linguistics, history of English, syntactic theory, historical theory. 1994--: Professor Emeritus, Recalled to Active Service 1994-1999, Department of Linguistics, UCLA 1963-66 Chair, Interdepartmental Program in Linguistics, UCLA 1966-73 Founding Chair, Department of Linguistics, UCLA 1980-84 Chair, Department of Linguistics, UCLA Visiting professorships (summers): 1955, 1956 -
An Exploration for Glocalizing Critical Pedagogy in the Korean Middle
An Exploration for Glocalizing Critical Pedagogy in the Korean Middle School Context: Toward Critical Co-teaching Praxis between Local and Native-English-Speaking Teachers By Hyera Byean A Master’s Paper Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Arts in TESOL Major Advisor’s Signature Date University of Wisconsin-River Falls 2011 Byean i Table of Contents: General Introduction ................................................................................................................... 1 Critical Pedagogy: General Education ................................................................................. 10 Introduction .......................................................................................................................... 10 1. Historical Background of CP ............................................................................................ 13 2. Definition and Overview of CP ........................................................................................ 14 3. Pedagogical Approach in CP ............................................................................................ 17 4. Critical Multiculturalism in CP ........................................................................................ 21 5. Critical Classroom Discourse Analysis ............................................................................ 24 6. Critiques of CP ................................................................................................................. 28 -
Curriculum Change Proposal Approval Page
CURRICULUM CHANGE PROPOSAL APPROVAL PAGE Proposal Title: B.A. in Technical Writing and User Experience College: Liberal Arts Department: English DEPARTMENT CHAIR I have read the enclosed proposal and approve this proposal on behalf of the department. _______________________________________ _______________________________ Signature Date COLLEGE CURRICULUM COMMITTEE CHAIR I have read the enclosed documents and approve the proposal on behalf of the college curriculum committee. _______________________________________ _______________________________ Signature Date COLLEGE DEAN I have read the enclosed documents and approve the proposal on behalf of the college. I certify that the necessary funds will be allocated by the college in support of this proposal. _______________________________________ _______________________________ Signature Date To: From: Lucia Dura, PhD, Assistant Professor and Program Director of Rhetoric and Writing Studies Re: Proposal for BA Degree in Technical Writing and User Experience September 17, 2018 The Rhetoric and Writing Studies program has been thriving at UTEP with its current offerings: ● PhD in Rhetoric and Composition ● MA in Rhetoric and Writing Studies ● Graduate Certificate in Technical and Professional Writing ● Minor in Rhetoric and Writing Studies ● First Year Composition Program The attached proposal for a BA degree in Technical Writing and User Experience (TWUX) is a natural plan that enables us to “round out” our offerings by expanding the current minor (with the addition of only 4 new courses in the major) and by creating a bridge to the MA program. The BA in TWUX aims to anticipate and respond to the demographic, technological, and socio- economic changes facing the students of our region who are positioned to make both a local and a global impact in a variety of industries. -
Ohio TESOL Journal Spring 2017
Spring 2017 - Vol. 9, No. 1 Ohio TESOL Journal ► Creativity Based Instruction in the EFL Classroom ► Book Review: Educating Students with Interrupted Formal Education: Bridging Where They Are and What They Need ► ESOL Conference Attendees Responses ► Book Review: Fostering International Student Success in Higher Education ► Reading Strategies that Second Language Students Use to be Successful Readers ► Community Partnerships that Matter: Refugee Families Welcome Team ► A Tale of Two Teachers: Learning from Both Sides of the Classroom ► Employing Grammar to Help ELLs Create Authentic Simple Storylines ► The Urgency for Equivalent Reform to a Rapidly Growing Diverse Population of ELLs in Ohio ohiotesol.org Ohio TESOL Board Executive Committee - Voting Members President Vice President Second Vice President Treasurer Recording Secretary Lejla B. Maley Erica Dumm Nathan Reiter Jennifer Fennema-Bloom Jill Kramer [email protected] erica_dumm@plsd. [email protected] fennema-bloom@findlay. kramerjill@sbcglobal. us edu net Interest Section Representatives Post Secondary/Higher Adult Education/Refugee Research and Teacher K-12 Ed. Ahmed Fahad Education Cori Stevens Ivan Stefano [email protected] Sharon Underwood [email protected] stefanoi@ohiodominican. sunderwood959@gmail. edu com Emily Williams [email protected] Advisory Board - Non-Voting Members Past President Membership Coordinator Advocacy David Brauer Sara Levitt Francine Lasley [email protected] [email protected] [email protected] Advisory Liaisons OFLA Liason ODE Lau Resource Center Liaison Ohio TESOL Advisor Derek Braun Donna Villareal Dan Fleck [email protected] [email protected] [email protected] Committees Awards and Grants 2017 Conference Chair Marketing Professional Development Emily Williams Lejla B. Maley Sara Levitt Jessica Burchett [email protected] [email protected] [email protected] [email protected] Brooke Leach Grable Lori Welsh brookeleachgrable@gmail. -
Leeds Studies in English
Leeds Studies in English New Series XLII 2011 Edited by Alaric Hall Editorial assistants Helen Price and Victoria Cooper Leeds Studies in English <www.leeds.ac.uk/lse> School of English University of Leeds 2011 Reviews Dinah Hazell, Poverty in Late Middle English Literature: The ‘Meene’ and the ‘Riche’. Dublin Studies in Medieval and Renaissance Literature, 2. Dublin: Four Courts Press, 2009. 234 pp. ISBN 978-1-84682-1155-4. £50.00. Dinah Hazell’s book provides a wide-ranging survey of representations of poverty in late fourteenth-century literature. It is structured by four topics or categories: ‘Aristocratic’, ‘Urban’, ‘Rural’, and ‘Apostolic’ poverty. Each section provides the reader with a brief ‘socioeconomic overview’ and a selection of descriptions of the place of poverty in a variety of texts. The breadth of texts discussed is unusual and interesting, and includes work on diverse genres. The section on ‘Aristocratic’ Poverty includes discussions of five Middle English ro- mances: Ywain and Gawain; Sir Amadace; Sir Cleges; Sir Launfal; and Sir Orfeo. The chapter on ‘Urban’ poverty contains some brief discussion of Havelok; ‘London Lickpenny’; Hoccleve’s Regiment of Princes; Chaucer’s Prioress’s Tale; and The Simonie. The section on ‘Rural’ poverty is dedicated to more substantial discussions of Chaucer (again), in the form of the Clerk’s and Nun’s Priest’s Tales, and of the various Shepherds’ Plays in the York, Chester, Coventry and Towneley cycles (with a natural emphasis on the Towneley Prima and Secunda Pastorum). The chapter on ‘Apostolic’ poverty is largely focused on anticlerical and antifraternal themes, such as those in Gower’s Vox Clamantis, The Land of Cockaygne, and Pierce the Ploughman’s Crede. -
An Investigation of Trends and Types of Research Over the Last Ten Years
Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Research in TESOL: An Investigation of Trends and Types of research over the Last Ten Years Waheeb Albiladi University of Arkansas [email protected] Abstract This paper provides a systematic review of the research around teaching English as a second or foreign language over the last ten years. The review aims to help second and foreign language researchers to recognize the trends that have impacted English teaching and learning research. More than 400 articles from four leading journals (TESOL Journal, TESOL Quarterly, ELT Journal, and Second Language Research) were reviewed to examine the trends and method that were used. The findings suggested that the research interests in the TESOL field have changed as many topics and trends have risen based on students’ academic and social needs. Topics such as teaching methodology, digital literacy, and using technology to teach English have dominated the research during the last decade. Keywords: TESOL, English teaching; ESL; EFL; teaching methodology; research interests :10.20944/preprints201911.0088.v1 1 © 2019 by the author(s). Distributed under a Creative Commons CC BY license. Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Introduction Over the years, the English language has become one of the most significant and dominant languages over the globe. Millions of people around the world are currently learning English for different purposes such as communicating, working, or pursuing a degree in one of the English-speaking countries. In fact, English is the most widely spoken language in the world, and the number of the non- native speakers who speak English as a foreign or as a second language exceeds that of the native speakers (Sharifian, 2013). -
Cross–Cultural Communication in Thai EFL University Classrooms: a Case Study
Title: Cross–cultural communication in Thai EFL university classrooms: a case study Name: Satip Kuesoongnern This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study Satip Kuesoongnern PhD 2018 UNIVERSITY OF BEDFORDSHIRE Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study by Satip Kuesoongnern A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Philosophy July 2018 Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study SATIP KUESOONGNERN ABSTRACT In the past few decades there has been increased communication among people of diverse cultural backgrounds. Greater internationalisation of education has contributed to academic interest in cross–cultural communication. Thailand is considered an‟English as a Foreign Language‟ (EFL) country in which English is mandatory curriculum subject at primary, secondary, college and university levels. Thai education policy has aimed at improving Thai students‟ English proficiency by hiring more native English speakers to teach at schools and universities. Moreover, having had native English lecturers teaching in Thai universities provides opportunities for Thai students to communicate across cultures. From a social–cultural perspective, this study investigated how native English lecturers and Thai students apply cross–cultural communication strategies within real interactional contexts in the Thai EFL classroom. This research aims to improve communication between native English lecturers, Thai lecturers and non–native English students or Thai students through the use of effective cross– cultural communication strategies in the Thai EFL (English as a Foreign Language) classroom.