Understanding Heritage Language Learners' Critical Language
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Turkish College Students' Willingness to Communicate In
TURKISH COLLEGE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH AS A FOREIGN LANGUAGE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Yesim Bektas Cetinkaya, M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Professor Keiko K. Samimy, Adviser _______________________ Professor Joseph A. Gliem Adviser Professor Alan R. Hirvela College of Education Copyright by Yesim Bektas Cetinkaya 2005 All right reserved ABSTRACT English, which is defined as an international language, is used by more than one and a half billion people (Strevens, 1992) as a first, second, or foreign language for communication purposes. Consequently, the purpose of teaching English has shifted from the mastery of structure to the ability to use the language for communicative purposes. Thus, the issues of whether learners would communicate in English when they had the chance and what would affect their willingness to communicate gain importance. Recently, a “Willingness to Communicate” (WTC) model was developed by McIntyre et al. (1998) to explain and predict second language communication. The objective of the present study was to examine whether college students who were learning English as a foreign language in the Turkish context were willing to communicate when they had an opportunity and whether the WTC model explained the relations among social-psychological, linguistic and communication variables in this context. The present study was a hybrid design that combined both quantitative and qualitative data collection and analysis procedures. First, a questionnaire was administered to 356 randomly selected college students in Turkey. -
Modelling Mixed Languages: Some Remarks on the Case of Old Helsinki Slang1
MODELLING MIXED LANGUAGES: SOME REMARKS ON THE CASE OF OLD HELSINKI SLANG1 Merlijn de Smit Stockholm University Abstract Old Helsinki Slang (OHS) a linguistic variety spoken in the working-class quarters of Helsinki from approx. 1900 to 1945, is marked by the usage of a virtually wholly Swedish vocabulary in a Finnish morphosyntactic framework. It has recently been subject of two interestingly contrasting treatments by Petri Kallio and Vesa Jarva. Kallio argues that the morphosyntactic base of OHS gives cause to analyzing it as unambiguously Finnic, and therefore Uralic, from a genetic perspective, whereas Jarva, drawing attention to the possible origins of OHS in frequent code-switching, believes it deserves consideration as a mixed language alongside such cases as Ma’a and Media Lengua. The contrasting approaches of the two authors involve contrasting presuppositions which deserve to be spelled out: should the genetic origin of a language be based on the pedigree of its structure (with mixed structures pointing to a mixed genetic origin) or on the sociolinguistic history of its speakers? Taking the latter course, I argue that the most valid model for the emergence of genetically mixed languages is the code-switching one proposed by Peter Auer. Measuring OHS against Auer’s model, however, it is a marginal case for a mixed language, particularly as Auer’s and similar models imply some composition in structural domains, which seems wholly absent in the case of OHS. Thus OHS is not a genetically mixed language, even if it may have developed as one, had early OHS taken a different course as it eventually did. -
Negotiating Ludic Normativity in Facebook Meme Pages
in ilburg apers ulture tudies 247 T P C S Negotiating Ludic Normativity in Facebook Meme Pages by Ondřej Procházka Tilburg University [email protected] December 2020 This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd/4.0/ Negotiating ludic normativity in Facebook meme pages Negotiating ludic normativity in Facebook meme pages PROEFSCHRIFT ter verkrijging van de graad van doctor aan Tilburg University, op gezag van de rector magnificus, prof. dr. W.B.H.J. van de Donk, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in de Portrettenzaal van de Universiteit op maandag 7 december 2020 om 16.00 uur door Ondřej Procházka geboren te Kyjov, Tsjechië Promotores: prof. J.M.E. Blommaert prof. A.M. Backus Copromotor: dr. P.K. Varis Overige leden van de promotiecommissie: prof. A. Georgakopoulou prof. A. Jaworski prof. A.P.C. Swanenberg dr. R. Moore dr. T. Van Hout ISBN 978-94-6416-307-0 Cover design by Veronika Voglová Layout and editing by Karin Berkhout, Department of Culture Studies, Tilburg University Printed by Ridderprint BV, the Netherlands © Ondřej Procházka, 2020 The back cover contains a graphic reinterpretation of the material from the ‘Faceblock’ article posted by user ‘Taha Banoglu’ on the Polandball wiki and is licensed under the Creative Commons Attribution- Share Alike License. All rights reserved. No other parts of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the author. -
Discourses of Multilingualism, Identity and Belonging: the View of Arabic Bilinguals in the UK
Featured Topic Journal of Social Science Education Volume 17, Number 4, Winter 2018 DOI 10.4119/UNIBI/jsse‐v17‐i3‐1774 Discourses of Multilingualism, Identity and Belonging: The View of Arabic Bilinguals in the UK Fatma Said University of York, UK Purpose: This sociolinguistic paper discusses the relationship between language and belonging from the perspective of Arabic‐English speaking bilinguals. It explores what knowledge of language(s) means for the minority language speaker and investigates the challenges, consequences and opportunities multilingualism poses for its speakers in a globalised era that is fraught with re‐imagining nationalism, country, security, loyalty, and belonging. The project reported in this paper aimed to (1) understand the symbolisms the Arabic language held for its speakers, (2) understand the ramifications knowledge of Arabic had for these bilinguals; and (3) explore how second generation Arabic heritage speakers define their identities and feelings of belonging to the UK. Method: Sixty‐two people took part in the project; data was collected through a short survey followed up by interviews that further explored issues of multilingualism, identity and belonging. Data from interviews and qualitative responses from the survey were analysed thematically in light of Ingrid Piller’s emerging linguistic social justice framework (Piller, 2016). Finding: The findings suggest that English and Arabic are equally important to speakers; additionally Arabic is highly symbolic for reasons of religion, family, and cultural ties. The results however, also point to the apprehensiveness speakers have in using Arabic in public because they fear that they may be deemed too different, weird, abnormal, dangerous, disloyal or untrustworthy (Tonkin, 2003). -
Foreign Language Anxiety in an Intermediate Arabic Reading Course: a Comparison of Heritage and Foreign Language Learners
Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners Dissertation: Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Dima Alghothani, B.A., M.Ed Graduate Program of Education The Ohio State University 2010 Dissertation Committee: Dr. Alan Richard Hirvela, Advisor Dr. Mariko Haneda Dr. Keiko Samimy Copyright by Dima Alghothani 2010 Abstract This mixed-methods, qualitative dominant study investigated the issue of foreign language anxiety in an intermediate Arabic reading course. The first, quantitative phase of the study collected data from twenty-two students using the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Reading Scale (FLRAS) as well as a background questionnaire. The second, qualitative phase collected data from five participants: three Foreign Language Learners (FLLs) and two Heritage Language Learners (HLLs) via interviews, classroom observations, and participant journals. The nature of the anxiety that both types of learners experienced varied due to their differing backgrounds. Although the HLLs had lower scores on the FLCAS and FLRAS in comparison to the FLLs, they still experienced anxiety that was at times debilitating. Furthermore, the qualitative data shows that the low levels of anxiety that the HLLs felt may have been a disadvantage to them, as it prevented them from feeling a type of facilitating anxiety, associated with emotionality rather than worry (Scovel, 1978), that may have motivated them to put forth more effort and achieve what they were truly capable of. These findings reiterate the importance of qualitative data, particularly when examining a phenomenon as complex as foreign language anxiety. -
A Critical Period for Second Language Acquisition: Evidence from 2/3 Million English Speakers ⁎ Joshua K
Cognition xxx (xxxx) xxx–xxx Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/cognit Original Articles A critical period for second language acquisition: Evidence from 2/3 million English speakers ⁎ Joshua K. Hartshornea,b, , Joshua B. Tenenbauma, Steven Pinkerc a Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Building 46, 77 Massachusetts Avenue, MIT, Cambridge, MA 02139, United States b Department of Psychology, Boston College, McGuinn Hall 527, Chestnut Hill, MA 02467, United States c Department of Psychology, Harvard University, William James Hall 970, 33 Kirkland St., Cambridge, MA 02138, United States ARTICLE INFO ABSTRACT Keywords: Children learn language more easily than adults, though when and why this ability declines have been obscure Language acquisition for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment Critical period of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We L2 acquisition address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for “difficult” syntactic phenomena but also for “easy” syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. -
VYTAUTAS MAGNUS UNIVERSITY Brenna Adams I CA B EA
VYTAUTAS MAGNUS UNIVERSITY THE FACULTY OF HUMANITIES DEPARTMENT OF LITHUANIAN STUDIES Brenna Adams “I CAN’T BREATHE”: A DISCOURSE ANALYSIS OF THE 2020 BLACK LIVES MATTER PROTESTS IN AMERICAN MEDIA Master of Arts Thesis Joint study programme “Sociolinguistics and Multilingualism”, state code in Lithuania 6281NX001 Study area of Linguistics Supervisor Prof. Dr. Jūratė Ruzaitė ________ _________ (signature) (date) Approved by Assoc. Prof. Dr. Rūta Eidukevičienė ________ _________ (signature) (date) Kaunas, 2021 Table of Contents 1. Introduction………………………………………………………………………….1 1.1. Aim and Scope………………………………………………………………….3 1.2. Materials and Methods………………………………………………………….6 1.2.1. Corpus Compilation……………………………………………………..7 1.2.2. Data Processing: A Combined Approach to Corpus-Assisted CDA……8 2. Literature Review………………………………………….……………………….13 2.1. Anti-Black Racism in the United States………………………………………..14 2.2. The Black Lives Matter Movement……………………………………………16 2.3. Raciolinguistics and the Language of Protest…………………………………17 3. A Discussion of Racist Discursive Practices in Mainstream Media……………….20 3.1. Discursive Practices Concerning the Protesters and Protests………………….21 3.1.1. Discursive Practices Concerning the Protesters………………………..21 3.1.2. Discursive Practices Concerning the Protests………………………….26 3.2. Discursive Practices Concerning the Police…………………………………...29 3.2.1. Metonymy of Police Vehicles………………………………………….30 3.2.2. Passive Voice Construction…………………………………………….31 3.2.3. Police Brutality as a Collocation……………………………………….34 3.3. Discursive Practices Concerning George Floyd……………………………….39 3.3.1. Topical Focus on Floyd………………………………………………...39 3.3.2. Narrative Construction of Floyd’s Murder as the Spark……………….43 3.3.3. Deployment of Public Memory through Other Black Victims………...45 4. Conclusion…………………………………………………………………………48 5. References………………………………………………………………………….51 6. Appendix A. -
Practical and Theoretical Issues in the Study of Heritage Language Acquisition*
to appear in the Heritage Language Journal in late 2011 Practical and Theoretical Issues in the Study of Heritage Language Acquisition* William O’Grady and On-Soon Lee, University of Hawai'i at Manoa Jin-Hwa Lee, Chung-Ang University Abstract A promising source of insights into heritage language learning comes from the broader study of the role of input in language acquisition. We concentrate here on the possibility that qualitative differences in the proficiency of heritage and monolingual language learners can be traced to a qualitative difference in the input available to each group. By examining a series of representative phenomena (case, differential object marking, and disjunction), we illustrate how shortfalls in experience can shed light on the many instances of partial acquisition and of attrition that are reported in the literature on heritage language learning. 1. Introduction The last several years have seen the growth of interest in the phenomenon of heritage language acquisition, which is characterized by an unusual pattern of exposure to the parental language. In the typical case, heritage learners receive ample exposure to the home language early in life, only to have that exposure end or undergo a dramatic reduction within a matter of years—often at the point where formal schooling begins. It is by now well established that children in this situation manifest linguistic deficiencies in the heritage language in a wide range of areas, including vocabulary (Polinsky & Kagan, 2007), gender classification (Polinsky,2008a), -
“Goat-Sheep-Mixed-Sign” in Lhasa – Deaf Tibetans' Language Ideologies
Theresia Hofer “Goat-Sheep-Mixed-Sign” in Lhasa – Deaf Tibetans’ language ideologies and unimodal codeswitching in Tibetan and Chinese sign languages, Tibet Autonomous Region, China 1 Introduction Among Tibetan signers in Lhasa, there is a growing tendency to mix Tibetan Sign Language (TSL) and Chinese Sign Language (CSL). I have been learning TSL from deaf TSL teachers and other deaf, signing Tibetan friends since 2007, but in more recent conversations with them I have been more and more exposed to CSL. In such contexts, signing includes not only loan signs, loan blends or loan trans- lations from CSL that have been used in TSL since its emergence, such as signs for new technical inventions or scientific terms. It also includes codeswitching to CSL lexical items related to core social acts, kinship terms or daily necessities, for which TSL has its own signs, such as for concepts including “to marry”, “mother”, “father”, “teacher”, “house”, “at home”, “real”, “fake”, “wait”, “why”, “thank you” and so on.1 Some Tibetan signers refer to the resulting mixed sign language as “neither- goat-nor-sheep sign” (in Tibetan ra-ma-luk lak-da). This phrase is partly derived from the standard Lhasa Tibetan expression of something or somebody being “neither-goat-nor-sheep” (in Tibetan ra-ma-luk), an expression widely used in the context of codeswitching between Lhasa Tibetan and Putunghua (i.e. stan- dard Chinese) and the resulting “neither-goat-nor-sheep language” (in Tibetan 1 Although the acronym TSL is also used for Taiwan Sign Language and Thai Sign Language, I use it here, because it is used in the English designations of many TSL-related publications written in the Tibetan language, co-authored by deaf Tibetans. -
“Mis-Education,” and Language Arts Teaching in the 21St Century Geneva Smitherman Michigan State University
Language Arts Journal of Michigan Volume 32 Article 3 Issue 2 Race, Language, & Privilege 5-2017 Raciolinguistics, “Mis-Education,” and Language Arts Teaching in the 21st Century Geneva Smitherman Michigan State University Follow this and additional works at: https://scholarworks.gvsu.edu/lajm Recommended Citation Smitherman, Geneva (2017) "Raciolinguistics, “Mis-Education,” and Language Arts Teaching in the 21st Century," Language Arts Journal of Michigan: Vol. 32: Iss. 2, Article 3. Available at: https://doi.org/10.9707/2168-149X.2164 This Article is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Language Arts Journal of Michigan by an authorized editor of ScholarWorks@GVSU. For more information, please contact [email protected]. Critical Pedagogy Raciolinguistics, “Mis-Education,” and Language Arts Teaching in the 21st Century GENEVA SMITHERMAN “English Teacher, Why You Be Doing the Thangs member in what was then the Department of “AfroAmeri- You Don’t Do?” can” Studies ) was that EJ was “nervous” about publishing my strong rebuke of English teachers. Now I didn’t have any & then it was hip–it was hip empirical data to support that vibe from Harvard yard, but it to walk, talk & act a certain did take two years for my article to be published.2 neighborhoodway, In that piece, I merely challenged (okay, I assailed) we wore 24 hr sunglasses & called our those elementary and secondary language arts teachers who woman baby, our woman, dismiss student essays if they don’t reflect the grammar and syntax of the Language of Wider Communication (LWC; we wished her something else, aka, “Dominant English,” “Standardized English,” “Ameri- & she became that wish. -
A Literature Review on Code-Switching
1 Code-switching as a Result of Language Acquisition: A Case Study of a 1.5 Generation Child from China1 Yalun Zhou, Ph.D.2 Michael Wei, Ph.D.3 Abstract Despite individual differences, all bilinguals share the ability to act in their native language, in their second language, and to switch back and forth between the two languages they know (Van Hell, 1998). Chinese is the largest Asian American ethnic group in the United States. Their use of code-switching is an increasingly important issue in understanding their language choice and language development. This study on code-switching between a 1.5 generation Chinese child and her parents will add perspectives on the growing literature of Chinese American families, their language interaction and language development. Introduction There are several definitions for code-switching. Gumperz (1982 b) defined code-switching as “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems” (p. 59). The emphasis is on the two grammatical systems of one language, although most people refer to code-switching as the mixed use of 1 This paper was presented at the 2007 Annual Conference of Teaching English to Speakers of Other Languages (TESOL), Seattle, Washington. 2 Yalun Zhou, Ph.D., Assistant Professor, Director of Chinese Minor Program, Dept. of Communication and Media, Rensselaer Polytechnic Institute, [email protected] 3 Michael Wei, Ph.D., Associate Professor, TESOL Program Director, School of Education, University of Missouri-Kansas City, [email protected] 2 languages. Milroy and Muysken (1995) stated that code-switching is “the alternative use by bilinguals of two or more languages in the same conversation” (p.7). -
The Critical Period Hypothesis for L2 Acquisition: an Unfalsifiable Embarrassment?
languages Review The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? David Singleton 1 and Justyna Le´sniewska 2,* 1 Trinity College, University of Dublin, Dublin 2, Ireland; [email protected] 2 Institute of English Studies, Jagiellonian University, 31-120 Kraków, Poland * Correspondence: [email protected] Abstract: This article focuses on the uncertainty surrounding the issue of the Critical Period Hy- pothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both “not proven” and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual competence. With regard to the formal instructional setting, it points to many decades of research showing that, as critical period advocates acknowledge, in a normal schooling situation, adolescent beginners in the long run do as well as younger beginners. The article laments the profusion of definitions of what the critical period for language actually is and the generally piecemeal nature of research into this important area. In particular, it calls for a fuller integration of recent neurolinguistic perspectives into discussion of the age factor in second language acquisition research. Keywords: second-language acquisition; critical period hypothesis; age factor; ultimate attainment; age of acquisition; scrutinized nativelikeness; multi-competence; puberty Citation: Singleton, David, and Justyna Le´sniewska.2021. The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable 1. Introduction Embarrassment? Languages 6: 149. In SLA research, the age at which L2 acquisition begins has all but lost its status https://doi.org/10.3390/ as a simple quasi-biological attribute and is now widely recognized to be a ‘macrovari- languages6030149 able’ (Flege et al.