Foreign Language Anxiety in an Intermediate Arabic Reading Course: a Comparison of Heritage and Foreign Language Learners
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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), -
How to Help Your Anxious Teen
Copyrighted material How to Help Your Anxious Teen.indd 3 5/3/19 9:33 AM Unless otherwise indicated, all Scripture quotations are from The ESV® Bible (The Holy Bible, English Standard Version® ), copyright © 2001 by Crossway, a publishing minis- try of Good News Publishers. Used by permission. All rights reserved. Verses marked msg are taken from THE MESSAGE, copyright © 1993, 1994, 1995, 1996, 2000, 2001, 2002 by Eugene H. Peterson. Used by permission of NavPress. All rights reserved. Represented by Tyndale House Publishers, Inc. Verses marked csb have been taken from the Christian Standard Bible®, Copyright 2017 by Holman Bible Publishers. Used by permission. Christian Standard Bible® and CSB® are federally registered trademarks of Holman Bible Publishers. Cover design by Bryce Williamson Cover photo © hannahgleg / Getty Images Published in association with Wolgemuth & Associates, Inc. How to Help Your Anxious Teen Copyright © 2019 by Jessica Thompson Published by Harvest House Publishers Eugene, Oregon 97408 www.harvesthousepublishers.com ISBN 978-0-7369-7671-8 (pbk.) ISBN 978-0-7369-7672-5 (eBook) Library of Congress Cataloging-in-Publication Data Names: Thompson, Jessica, 1975- author. Title: How to help your anxious teen / Jessica Thompson. Description: Eugene, Oregon : Harvest House Publishers, [2019] | Includes bibliographical references. Identifiers: LCCN 2019000379 (print) | LCCN 2019003549 (ebook) | ISBN 9780736976725 (ebook) | ISBN 9780736976718 (pbk.) Subjects: LCSH: Parenting—Religious aspects—Christianity. | Parent and teenager—Religious aspects—Christianity. | Anxiety in adolescence. Classification: LCC BV4529 (ebook) | LCC BV4529 .T554 2019 (print) | DDC 248.8/45—dc23 LC record available at https://lccn.loc.gov/2019000379 All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechani- cal, digital, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher. -
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). -
Multilingual Practices and Identity Negotiation Among Multilingual Heritage Language Learners in New Zealand
Multilingual Practices and Identity Negotiation among Multilingual Heritage Language Learners in New Zealand By Mohammed Yousef Nofal A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics Victoria University of Wellington 2020 To Hanadi who will remember the time and place if not the people, Sara, Sireen, Mahamoud, and Salma who filled my life with joy, euphoria and love 2 Abstract While heritage languages (HLs) have been receiving much research attention, there is still a scarcity of studies conducted on local HL communities. However, researchers in New Zealand have been actively engaged with various community languages for over four decades, providing rich insights into the dynamics of language maintenance and language shift within these communities. Although New Zealand sociolinguistic scholarship has covered a wide range of languages and ethnicities, there is no known study on the Indian Hindi community, whose HL is the fourth most spoken language in the country (Statistics New Zealand, 2013). Additionally, previous research has traditionally examined the functional aspects of language use and language attitudes in determining whether language can be preserved, viewing HL communities often as homogeneously formed. In contrast, current trends in the field of sociolinguistics aim to examine the connections between individuals and their languages (i.e. identity), taking multilingualism as a norm and focusing on dynamism in intraspeaker and interspeaker language use. This thesis addresses these issues by exploring how the realities that heritage language learners (HLLs) live connect to identity negotiation and development in social interaction. In particular, this thesis focuses on a group of learners of Hindi as a heritage language in New Zealand – a group that is under-explored. -
Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent-Child Interactions
Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent-Child Interactions Mina Kheirkhah and Asta Cekaite Linköping University Post Print N.B.: When citing this work, cite the original article. Original Publication: Mina Kheirkhah and Asta Cekaite, Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent-Child Interactions, 2015, Multilingua - Journal of Cross- cultural and Interlanguage Communiciation, (34), 3, 319-346. http://dx.doi.org/10.1515/multi-2014-1020 Copyright: De Gruyter http://www.degruyter.com/ Postprint available at: Linköping University Electronic Press http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-118043 Language maintenance in a multilingual family: Informal heritage language lessons in parent-child interactions 1 Introduction Maintenance of the heritage language is a constant concern for families raising children bi- /multilingually in communities where their language is a minority language. Sociolinguistic research has produced an extensive body of knowledge about the general trends that characterize language maintenance and the strong tendencies towards language shift in the second generation of immigrants (Li Wei, 1994: 11; Touminen, 1999: 60; Luykx, 2005: 1408). While research on bilingualism/multilingualism in families has suggested particular approaches to language maintenance and highlighted the interplay between wider societal processes and parental perspectives on family language policies, the family, like many domains of social life, constitutes a complex, intergenerational context for negotiating language policies and expectations regarding language use (Li Wei 2012: 1; 1994). Understanding of the processes of language maintenance/shift can be enriched by an examination of face-to-face social life and family interactions in their own right (Fishman 1991: 4). -
Readings on L2 Reading: Publications in Other Venues 2019-2020
Reading in a Foreign Language October 2020, Volume 32, No. 2 ISSN 1539-0578 pp. 194–238 Readings on L2 reading: Publications in other venues 2019–2020 Shenika Harris Lindenwood University United States Haley Dolosic Washington University United States David Balmaceda M. Washington University United States This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of Reading in a Foreign Language. It treats any topic within the scope of RFL and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive. Aghajani, M., & Gholamrezapour, E. (2019). Critical thinking skills, critical reading and foreign language reading anxiety in Iran context. International Journal of Instruction, 12(3), 219–238. https://doi.org/10.29333/iji.2019.12414a In this study, the researchers sought to investigate the impact of critical thinking skills on the critical reading abilities and reading anxiety of 177 English as a foreign language (EFL) learners with a first language of Farsi. The California Critical Thinking Skills Test (CCTST) was used to assess participants’ critical thinking skills. The CCTST provides several types of scores including a global score and five sub-scales scores (e.g., analysis, inference, inductive reasoning, etc.). The Critical Reading Scale (CRS) and the Foreign Language Reading Anxiety Scale (FLRAS) were also administered to all participants. Results from multiple regression analyses indicated that all of the critical thinking skills subscales were able to predict foreign language reading anxiety and critical reading ability. -
Maladaptive Appraisals and Intrusive Thoughts Associated With
MALADAPTIVE APPRAISALS AND INTRUSIVE THOUGHTS ASSOCIATED WITH OBSESSIVE COMPULSIVE DISORDER : A SEMIIDIOGRAPHIC APPROACH Geoffrey T. Hutchinson, B.A., M.S. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS August 2004 APPROVED: Kenneth Sewell, Major Professor and Coordinator of the Program in Clinical Psychology Joe Barnhart, Committee Member Craig Neumann, Committee Member Shelley Riggs, Committee Member Linda Marshall, Interim Chair of the Department of Psychology Sandra L. Terrell, Dean of the Robert B. Toulouse School of Graduate Studies Hutchinson, Geoffrey T., Maladaptive appraisals and intrusive thoughts associated with obsessive compulsive disorder: A semiidiographic approach. Doctor of Philosophy (Clinical Psychology), August 2004, 122 pp., 5 tables, references, 160 titles. This project investigated the metacognitive strategies used to appraise obsessive thoughts employed by individuals with different anxiety symptoms. Two hundred and eighty seven undergraduate students completed two repertory grids and three anxiety scales. The repertory grids respectively examined the appraisal process of intrusive thoughts both from the perspective of the rater and the rater’s imagined average person. Variables quantified from the rep grid related to the construal process of raters’ own intrusions, failed to demonstrate robust differences between OCD, non-OCD anxious, and non-anxious individuals. However, it appears that anxious individuals, not just those with OCD, use metacognitive strategies to suppress rigid constructions under perceived social evaluation. Future studies may wish to use related grid variables to explore the relation between obsessions and social anxiety. ACKNOWLEDGEMENTS I would like to acknowledge all the research assistants who helped me collect and code the data, along with faculty members who offered me guidance in this project. -
Edition XXVII April 2009
The Scarab Eyes by Elisha Gallegos Edition XXVII April 2009 The Scarab The annual OCU anthology of prose, poetry, and artwork Edition XXVII Copyright © The Scarab 2009 All rights reserved 2 Editorial Staff Poetry Editor Sheridan Harris Fiction Editor Joe Caputo Non-Fiction Editor Najah Hylton Artwork Jenna Shatto Sponsor Dr. Terry Phelps The Scarab is published annually by the Oklahoma City University chapter of Sigma Tau Delta, the International English Honor Society. Opinions and beliefs expressed herein do not necessarily reflect those of the university, the chapter, or the editors. Submissions are accepted from students, faculty, staff, and alumni. Address all corre- spondence to The Scarab c/o Dr. Terry Phelps, 2501 N. Blackwelder, Oklahoma City, OK 73106, or e-mail [email protected] The Scarab is not responsible for returning submitted work. All submissions are subject to editing. 3 Table of Contents Poetry When I‘m Sitting in Class by Zoe Miles………………………………………7 Supernova by Nicole Fancher…………………………………………………8 A Dream I Had When I Was Six Years Old by Nicole Fancher……………….9 Fairies and Dreams by Najah Hylton…………………………………………10 There Are Gaps Between the Stars by Angela Dockrey ……………………..11 First Kiss Kelsey Nagel……………………………………………………….12 The Ocean‘s Gift by Brittney May……………………………………………13 Promises by Andrew Tolly……………………………………………………14 Dark Woman Amrish Sengupta……………………………………………….16 Synapse by Stacey Lloyd……………………………………………………..17 Love, Be Not Stored by Jonathan Richey…………………………………….17 First Readings – Impressions by Regan Markley…………………………….18 -
Understanding Heritage Language Learners' Critical Language
languages Article Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs Laura Gasca Jiménez * and Sergio Adrada-Rafael Department of Modern Languages and Literatures, Fairfield University, Fairfield, CT 06824, USA; sadradarafael@fairfield.edu * Correspondence: lgascajimenez1@fairfield.edu Abstract: Despite the prevalence of mixed language programs across the United States, their impact on the unique socio-affective needs of heritage language (HL) students has not been researched sufficiently. Therefore, the present study examines HL learners’ critical language awareness (CLA) in a mixed Spanish undergraduate program at a small private university in the eastern United States. Sixteen HL learners enrolled in different Spanish upper-level courses participated in the study. Respondents completed an existing questionnaire to measure CLA, which includes 19 Likert-type items addressing different areas, such as language variation, language ideologies, bilingualism, and language maintenance. Overall, the results show that learners in the mixed language program under study have “somewhat high” and “high” levels of CLA. The increased levels of CLA in learners who had completed three courses or more in the program, coupled with their strong motivation, suggests that this program contributes positively toward HL students’ CLA. However, respondents’ answers also reveal standard language ideologies, as well as the personal avoidance of code-switching. Based on these findings, two areas that could benefit from a wider representation in the curriculum of mixed language programs are discussed: language ideologies and plurilingual language practices. Keywords: critical language awareness; language attitudes; mixed language program; standard Citation: Gasca Jiménez, Laura, language ideology; code-switching; language variation; plurilingualism and Sergio Adrada-Rafael. -
June-Oct 2021
JUNE-OCT FREE & BENEFIT 2021 PERFORMANCES SUMMERSTAGE.ORG SUMMERSTAGE NYCSUMMERSTAGE SUMMERSTAGENYC SUMMERSTAGE IS BACK More than a year after the first lockdown order, SummerStage is back, ready to once again use our city’s parks as gathering spaces to bring diverse and thriving communities together to find common ground through world-class arts and culture. We are committed to presenting a festival fully representing the city we serve - a roster of diverse artists, focused on gender equity and presenting distinct New York genres. This year, more than ever before, our festival will focus on renewal and resilience, reflective of our city and its continued evolution, featuring artists that are NYC-born, based, or inextricably linked to the city itself. Performers like SummerStage veteran Patti Smith, an icon of the city’s resilient rebelliousness, Brooklyn’s Antibalas, who have married afrobeat with New York City’s Latin soul, and hip hop duo Armand Hammer, two of today’s most important leaders of New York’s rap underground. And, as a perfect symbol of rebirth, Sun Ra’s Arkestra returns to our stage in this year of reopening, 35 years after they performed our very first concert, bringing their ethereal afro-futurist cosmic jazz vibes back to remind us of our ongoing mission and purpose. Our festival art this year also reflects our outlook -- bold, bright, powerful -- and was created by New Yorker Lyne Lucien, an award-winning Haitian artist based in Brooklyn. Lucien is an American Illustration Award Winner and a finalist for the Artbridge - Not a Monolith Residency. She has worked as a photo editor and art director at various publications including New York Magazine, The Daily Beast and Architectural Digest. -
Standard Breton, Neo-Breton and Traditional Dialects Mélanie Jouitteau
Children Prefer Natives; A study on the transmission of a heritage language; Standard Breton, Neo-Breton and traditional dialects Mélanie Jouitteau To cite this version: Mélanie Jouitteau. Children Prefer Natives; A study on the transmission of a heritage language; Standard Breton, Neo-Breton and traditional dialects. Maria Bloch-Trojnar and Mark Ó Fionnáin. Centres and Peripheries in Celtic Linguistics, Peter Lang, pp.75, 2018, Sounds - Meaning - Commu- nication, 9783631770825. hal-02023362 HAL Id: hal-02023362 https://hal.archives-ouvertes.fr/hal-02023362 Submitted on 27 Feb 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Children Prefer Natives A study on the transmission of a heritage language; Standard Breton, 1 Neo-Breton and traditional dialects Mélanie Jouitteau IKER, CNRS, UMR 5478 Abstract I present a linguistic effect by which heritage language speakers over- represent traditional input in their acquisition system. I propose that native young adults children of the missing link generation disqualify the input of insecure L2 speakers of Standard and prefer the input of linguistically secure speakers in the making of their own generational variety. Given the socio-linguistics of Breton, this effect goes both against statistical and sociological models of acquisition because speakers disregard features of Standard Breton, which is the socially valorised variety accessible to them and valued by school and media. -
(In)Felicitous Codeswitching: Heritage Speakers Vs
Reactions to (In)felicitous Codeswitching: Heritage Speakers vs. L2 Learners Kim Potowski and Mariška Bolyanatz University of Illinois at Chicago 1. Introduction * Recent research has compared heritage speakers (HS) to second language (L2) learners on a number of traits. Heritage speakers, typically the children or grandchildren of immigrants, grow up with various degrees of exposure to Spanish in the home. Some are monolingual in Spanish until they enter school, constituting cases of what De Houwer (2007) calls “early second language acquisition.” Others hear both Spanish and English from birth and are considered examples of “bilingual first language acquisition” (De Houwer 2007). We refer synonymously to individuals in both of these situations who develop productive proficiency in Spanish as “heritage speakers” and as “native bilinguals.” In contrast, second language (L2) learners of Spanish typically begin their study of Spanish in high school or college and exhibit important linguistic differences from HS. Linguistic work comparing HS and L2 learners has focused on their grammars (Montrul 2008), reactions to classroom instruction (Potowski, Jegerski & Morgan-Short 2009; Montrul & Bowles 2010), and language processing (Morgan-Short, Potowski & Bowden 2010). Given that codeswitching is an area that has received much research attention among native bilinguals (including Zentella 1997; Toribio 2001, 2004), researchers have begun comparing the codeswitching (CS1) practices of HS and L2 learners (Liebscher & Dailey-O’Cain 2004; Potowski 2009). However, both of those studies examined classroom-based production of CS. The current study seeks to compare reactions to CS by HS and L2 learners – that is, whether they consider particular switches acceptable or not.