DOCSLIB.ORG

Journal of Bilingual Education Research & Instruction 2019

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Journal of Bilingual Education Research & Instruction 2019 Journal of Bilingual Education Research & Instruction 2019 Volume 21 (1) Published under the authority of: TEXAS ASSOCIATION FOR BILINGUAL EDUCATION Affiliate of the National Association for Bilingual Education Journal of Bilingual Education Research & Instruction 21(1) 2019 Journal of Bilingual Education Research & Instruction EDITOR Dr. Josefina Villamil Tinajero The University of Texas at El Paso EDITORIAL ASSISTANTS Dr. Isaac Martinez LEAD Facilitator, Popular Education El Paso Community College Gonzalo H. Favela Camacho Graduate Student The University of Texas at El Paso TECHNOLOGY/LAYOUT AND DESIGN ASSISTANT Jerry Urquiza The University of Texas at El Paso EDITORIAL ADVISORY BOARD FOR CURRENT ISSUE Dr. Arturo Olivarez Dr. Laurie Weaver The University of Texas at El Paso University of Houston-Clear Lake Dr. Kendall King Dr. Susan Adams University of Minnesota Butler University Dr. Carol Evans Dr. Guadalupe Valdes The University of Arizona Stanford University Dr. Ana Gil-García Dr. Anita C. Hernández Northeastern Illinois University New Mexico State University i Dr. Miguel Fernández Dr. Ngoc-Diep T Nguyen Chicago State University Northeastern Illinois University Dr. Sharon H Ulanoff Dr. Yoonhee N. Lee California State University-Los Angeles Arizona State University Dr. Arturo Rodríguez Dr. Claudia Peralta Boise State University Boise State University Dr. Shanan Holly Fitts Dr. Elaine Horwitz Appalachian State University University of Texas at Austin Dr. Heather Olson-Beal Dr. Fuhui Tong Stephen F. Austin State University Texas A&M University Dr. María Arreguín Anderson Dr. Nilsa J. Thorsos University of Texas in San Antonio National University Dr. Judith Márquez Dr. Belinda Bustos Flores University of Houston-Clear Lake University of Texas at San Antonio Dr. Nancy Vincent Montgomery Dr. Maggie Beddow Southern Methodist University California State University Dr. Patriann Smith Dr. Daniel B Heiman University of Illinois at Urbana- Portland State University Champaign Dr. Mary Esther Soto Huerta Dr. Cristina Gillanders Texas State University University of Colorado Denver Dr. Robin Danzak Dr. Ana Huerta-Macías Sacred Heart University The University of Texas at El Paso Dr. Edith Young Dr. Yeon Sun (Ellie) Ro Texas A&M University San Antonio The University of Memphis Dr. H Prentice Baptiste New Mexico State University ii Journal of Bilingual Education Research & Instruction Texas Association for Bilingual Education 2017-2018 Executive Board Dr. Joy Esquierdo Dr. Josefina Tinajero President Publications & Archives Chair The University of Texas at El Paso Cloris Rangel Hugo Hernández Vice President Treasurer Dallas ISD Edgewood, ISD Lizabeth Garza García Judith Coffman Public Relations Chair Secretary Dr. Olivia Hernández Parent Representative President-Elect San Antonio ISD Ana Coca Dr. Judith Marquez Dr. Maria Arreguín-Anderson Instructional and Professional Higher Education Representative Development University of Texas San Antonio Spring Branch ISD Dr. Cynthia Saavedra Ashley Esparza Newsletter BESO Student Representative University of Houston Clear Lake UT Austin Karina Chapa Legislative Chair Dr. Laurie Weaver Education Service Center Parliamentarian & Constitution Chair University of Houston Clear Lake Dr. Cynthia Saavedra Newsletter Chair U of Texas at Rio Grande Valley Alejandro Góngora Bilingual/ESOL Representative Austin ISD iii Journal of Bilingual Education Research & Instruction Editorial Introduction Dear Colleagues, The Journal of Bilingual Education Research and Instruction is committed to the exchange of educational data, studies, ideas, practices and information with researchers, practitioners and policymakers in this public forum. It is published online once or twice a year and can be accessed at the TABE website homepage, TABE.org. In this issue readers are invited to an in-depth examination of research, best practice, and advocacy topics that frame our work as bilingual educators. In the lead article, Jugando y Explorando Together: Translanguaging and Guided Play in a Bilingual Kindergarten Classroom in NYC, Dr. Dina Lopez from the City College of New York presents findings from a study of a bilingual Kindergarten classroom in a dual language school in New York city that prioritized and made time for guided play in their daily schedule. Data analysis sheds light on the emergent bilingual students translanguaged and used their entire linguistic repertoire during their choice time and guided play. Next, Dr. Lori Helman from the University of Minnesota Twin Cities, describes a study conducted with native Spanish-speaking Kindergartners and first graders receiving academic instruction in Spanish in a dual immersion program in the upper Midwest in her article Investigating the Early Language Development in Spanish of Kindergarten and First Grade Emergent Bilingual Students. Dr. Pilar Moreno-Recio, from Goose Creek Consolidated ISD shares the results of a qualitative study that indicates a high need for linguistically differentiated instruction for ELS to access the English curriculum in her article, Empowering English Learners to Self-Advocate, Own, Monitor, and Celebrate their Learning. In their article, The Value of Spanglish in the Rio Grande Valley, authors Drs. Julia Ramirez and Lillian Ramos from the University of Texas Rio Grande Valley, provide insights into the language of Spanglish/Tex-Mex as it is used in the Rio Grande Valley. They present qualities that validate Spanglish/Tex-Mex as a language. Dr. Daisy Aldaba shares findings from her action research that highlights the positive impact the implementation of cooperative Learning had on her Two-Way Dual Language Classroom in her article Implementing Cooperative Learning in a First-Grade Two-Way Dual Language Classroom. The final two articles, Assessing Simultaneous Bilinguals: Teachers’ Perspectives in Dual Language Bilingual Education, by Drs. Lina M. Martin-Corredor and Kathryn I. Henderson and Families Matter Communities Matter and Collaboration is Essential: Overview of a Teacher’s Education Program Designed to Meet the Needs of Rural Student’s Needs b Claudia Peralta bring two excellent perspectives on assessment and families—two very essential topics in bilingual/ESL/Dual language education. Special thanks are due to Technical Assistant Jerry Urquiza. In addition, this issue would not be possible without the members of the Editorial Advisory Board (our manuscript reviewers) and the 18 individuals who submitted manuscripts for publication consideration—a 31% acceptance rate for this issue. Sincerely, Dr. Josefina V. Tinajero, Editor The University of Texas at El Paso [email protected] iv Journal of Bilingual Education Research & Instruction TABLE OF CONTENTS Editorial Introduction Dr. Josefina V. Tinajero …………………………. ………………………………………….iv Jugando y Explorando Together: Translanguaging and Guided Play in a Bilingual Kindergarten Classroom in NYC Dr. Dina Lopez ..………………………………………………………………………………1 Investigating the Early Language Development in Spanish of Kindergarten and First Grade Emergent Bilingual Students Dr. Lori Hellman, Anne Delbridge & Luz María Ede-Hernández …………………………..17 Empowering English Learners to Self-Advocate, Own, Monitor, and Celebrate their Learning Dr. Pilar Moreno-Recio ………………………………………………………………………33 The Value of Spanglish in the Rio Grande Valley Dr. Julia Ramirez & Dr. Lillian Ramos………………………………………………………47 Implementing Cooperative Learning in a First-Grade Two-Way Dual Language Classroom Dr. Daisy Aldaba ………………………………………………………………………….….61 Assessing Simultaneous Bilinguals: Teachers’ Perspectives in Dual Language Bilingual Education Dr. Lina M. Martín-Corredor & Dr. Kathryn I. Henderson …………………………………81 Families Matter, Communities Matter and Collaboration is Essential: Overview of a Teacher’s Education Program Designed to Meet Rural Student Needs. Claudia Peralta ………………………………………………………………………………103 v Journal of Bilingual Education Research & Instruction Jugando y Explorando Together: Translanguaging and Guided Play in a Bilingual Kindergarten Classroom in NYC Dr. Dina Lopez The City College of New York, CUNY 1 Abstract The importance of play for young children’s learning and development has been well demonstrated in the educational, child development and neuroscience literature (Van Hoorn et al., 2010; Ginsburg, 2007; Hassinger-Das et al., 2017). Though play was a long time staple of the Kindergarten curriculum, the past two decades have witnessed a shift toward more academic instruction and consequently less time for play (Falk, 2012; Miller & Almon, 2009). This manuscript presents findings from a study of a bilingual Kindergarten classroom in a dual language school in New York City that prioritized and made time for guided play in their daily schedule. Data analysis sheds light on the way emergent bilingual students translanguaged and used their entire linguistic repertoire during their hour of ‘Exploraciones/Explorations’—choice time and guided play. With a focus on a bilingual education context, this paper contributes to the scarce but growing research on play and young emergent bilinguals’ learning and language practices (Axelrod, 2014; García et al., 2011; Genishi & Dyson, 2009; Riojas-Cortez, 2001). Keyword: Child’s Play, Kindergarten curriculum, Dual Language Education, Translanguaging 2 Jugando y Explorando Together: Translanguaging and Guided Play in a Bilingual Kindergarten Classroom in NYC Introduction The importance of play for young children’s learning and development has been well demonstrated in the educational,
Load more

Recommended publications
  • Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
    Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 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. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications.
    [Show full text]
  • Essentials of Language Typology
    Lívia Körtvélyessy Essentials of Language Typology KOŠICE 2017 © Lívia Körtvélyessy, Katedra anglistiky a amerikanistiky, Filozofická fakulta UPJŠ v Košiciach Recenzenti: Doc. PhDr. Edita Kominarecová, PhD. Doc. Slávka Tomaščíková, PhD. Elektronický vysokoškolský učebný text pre Filozofickú fakultu UPJŠ v Košiciach. Všetky práva vyhradené. Toto dielo ani jeho žiadnu časť nemožno reprodukovať,ukladať do informačných systémov alebo inak rozširovať bez súhlasu majiteľov práv. Za odbornú a jazykovú stánku tejto publikácie zodpovedá autor. Rukopis prešiel redakčnou a jazykovou úpravou. Jazyková úprava: Steve Pepper Vydavateľ: Univerzita Pavla Jozefa Šafárika v Košiciach Umiestnenie: http://unibook.upjs.sk Dostupné od: február 2017 ISBN: 978-80-8152-480-6 Table of Contents Table of Contents i List of Figures iv List of Tables v List of Abbreviations vi Preface vii CHAPTER 1 What is language typology? 1 Tasks 10 Summary 13 CHAPTER 2 The forerunners of language typology 14 Rasmus Rask (1787 - 1832) 14 Franz Bopp (1791 – 1867) 15 Jacob Grimm (1785 - 1863) 15 A.W. Schlegel (1767 - 1845) and F. W. Schlegel (1772 - 1829) 17 Wilhelm von Humboldt (1767 – 1835) 17 August Schleicher 18 Neogrammarians (Junggrammatiker) 19 The name for a new linguistic field 20 Tasks 21 Summary 22 CHAPTER 3 Genealogical classification of languages 23 Tasks 28 Summary 32 CHAPTER 4 Phonological typology 33 Consonants and vowels 34 Syllables 36 Prosodic features 36 Tasks 38 Summary 40 CHAPTER 5 Morphological typology 41 Morphological classification of languages (holistic
    [Show full text]
  • Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
    TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona.
    [Show full text]
  • September 2009 Special Edition Language, Culture and Identity in Asia
    The Linguistics Journal – September 2009 The Linguistics Journal September 2009 Special Edition Language, Culture and Identity in Asia Editors: Francesco Cavallaro, Andrea Milde, & Peter Sercombe The Linguistics Journal – Special Edition Page 1 The Linguistics Journal – September 2009 The Linguistics Journal September 2009 Special Edition Language, Culture and Identity in Asia Editors: Francesco Cavallaro, Andrea Milde, & Peter Sercombe The Linguistics Journal: Special Edition Published by the Linguistics Journal Press Linguistics Journal Press A Division of Time Taylor International Ltd Trustnet Chambers P.O. Box 3444 Road Town, Tortola British Virgin Islands http://www.linguistics-journal.com © Linguistics Journal Press 2009 This E-book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Linguistics Journal Press. No unauthorized photocopying All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of The Linguistics Journal. [email protected] Editors: Francesco Cavallaro, Andrea Milde, & Peter Sercombe Senior Associate Editor: Katalin Egri Ku-Mesu Journal Production Editor: Benjamin Schmeiser ISSN 1738-1460 The Linguistics Journal – Special Edition Page 2 The Linguistics Journal – September 2009 Table of Contents Foreword by Francesco Cavallaro, Andrea Milde, & Peter Sercombe………………………...... 4 - 7 1. Will Baker……………………………………………………………………………………… 8 - 35 -Language, Culture and Identity through English as a Lingua Franca in Asia: Notes from the Field 2. Ruth M.H. Wong …………………………………………………………………………….. 36 - 62 -Identity Change: Overseas Students Returning to Hong Kong 3. Jules Winchester……………………………………..………………………………………… 63 - 81 -The Self Concept, Culture and Cultural Identity: An Examination of the Verbal Expression of the Self Concept in an Intercultural Context 4.
    [Show full text]
  • The Critical Period Hypothesis for Language Acquisition 1) an Empirical Claim: There Is a Limited Period, in the First Years Of
    The critical period hypothesis for language acquisition 1) an empirical claim: There is a limited period, in the first years of life, during which humans can acquire a language to a native- like level of proficiency. 2) a theory: The neural substrate required for language learning “loses plasticity” with maturation. Penfield & Roberts (1959) Speech and Brain mechanisms. Lenneberg (1967) The Biological Fundations of Language. “Language acquisition circuitry is not needed once it has been used. It should be dismantled if keeping it around incurs any cost [...] Greedy neural tissue lying around beyond its point of usefulness is a good candidate for the recycling bin.” Pinker, 1994, The Language Instinct. Note that there several possible explanations: - maturationnal constraints (“loss of plasiticity”) - “use it then lose it” - “use it or lose it” (Tom Bever) Critical Periodes in Animals ● Effect of visual deprivation on ocular dominance – Hubel & Wiesel (1965) Comparison of the effects of unilateral and bilateral eye closure on cortical unit responses in kittens. J Neurophysiology. ● Song learning in sparrows – Marler & Peters (2010) A Sensitive Period for Song Acquisition in the Song Sparrow, Melospiza melodia: A Case of Age- limited Learning. Ethology ● Plasticity of auditory space map: – Knudsen EI, Knudsen PF (1990) Sensitive and critical periods for visual calibration of sound localization by barn owls. J Neurosci. Knudsen and Knudsen, 1990 ● Owls equipped with prismatic spectacles within the first month of life exhibited large adaptive shifts in auditory orienting behavior, whereas owls equipped with prisms as adults did not. ● The capacity of abnormal vision to alter sound localization declined to adult levels by 70–100 d of age.
    [Show full text]
  • Linguistics 001 Final Exam
    Linguisti cs 001 Final Exam This exam has three parts: a section of multiple choice questions, a section of short ll-in questions, and an essay. Each section counts the same towards the overall exam grade. Your SSN Your Name Part one Multiple choice question. Select only ONE answer for each question. 1. Two languages are considered to b e related memb ers of a \language family" (a) if the ma jority of memb ers of the sp eech communities involved are of the same biological sto ck. (b) if they develop ed by normal pro cesses of language change from a common ancestor. (c) if they share at least 50% of the words in their basic vo cabulary. (d) if their sound systems, word order and in ectional categories are essentially the same. 2. Language-related sex di erences in human biology concern (a) the larynx and the lips. (b) the striate cortex and the mobility of the tongue tip. (c) the corpus cal losum and the larynx. (d) the velum and the resonant cavities of the chest. 3. The typical numb er of displays in an animal's rep ertoire is said to b e (a) ab out 3 (b) ab out 30 (c) ab out 300 (d) ab out 3,000 (e) ab out 30,000 4. In a logographic writing system, the basic written units generally corresp ond to (a) phonemes (b) morphemes (c) concepts (d) sp eech acts 5. Metered verse primarily involves restrictions on which asp ects of language structure? (a) phonology (b) morphology (c) syntax (d) semantics (e) pragmatics 1 6.
    [Show full text]
  • An Introduction to Linguistic Typology
    An Introduction to Linguistic Typology An Introduction to Linguistic Typology Viveka Velupillai University of Giessen John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data An introduction to linguistic typology / Viveka Velupillai. â. p cm. â Includes bibliographical references and index. 1. Typology (Linguistics) 2. Linguistic universals. I. Title. P204.V45 â 2012 415--dc23 2012020909 isbn 978 90 272 1198 9 (Hb; alk. paper) isbn 978 90 272 1199 6 (Pb; alk. paper) isbn 978 90 272 7350 5 (Eb) © 2012 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company • P.O. Box 36224 • 1020 me Amsterdam • The Netherlands John Benjamins North America • P.O. Box 27519 • Philadelphia PA 19118-0519 • USA V. Velupillai: Introduction to Typology NON-PUBLIC VERSION: PLEASE DO NOT CITE OR DISSEMINATE!! ForFor AlTô VelaVela anchoranchor and and inspiration inspiration 2 Table of contents Acknowledgements xv Abbreviations xvii Abbreviations for sign language names xx Database acronyms xxi Languages cited in chapter 1 xxii 1. Introduction 1 1.1 Fast forward from the past to the present 1 1.2 The purpose of this book 3 1.3 Conventions 5 1.3.1 Some remarks on the languages cited in this book 5 1.3.2 Some remarks on the examples in this book 8 1.4 The structure of this book 10 1.5 Keywords 12 1.6 Exercises 12 Languages cited in chapter 2 14 2.
    [Show full text]
  • Malebicta INTERNATIONAL JOURNAL of VERBAL AGGRESSION
    MAlebicTA INTERNATIONAL JOURNAL OF VERBAL AGGRESSION III . Number 2 Winter 1979 REINHOLD AMAN ," EDITOR -a· .,.'.""",t!. 1'''' ...... ".......... __... CD MALEDICTA PRESS WAUKESHA 196· - MALEDICTA III Animal metaphors: Shit linked with animal names means "I don't believe a word of it," as in pig, buzzard, hen, owl, whale, turtle, rat, cat, and bat shit, as well as the ever-popular horseshit. But bullshit remains the most favored, probably because of the prodigious quantity of functional droppings associated with the beast. On payday the eagle shits. Ill. Insults Shit on YDU!, eat shit!, go shit in your hat!, full ofshit, tough shit, shit-head (recall Lieutenant Scheisskopf in Catch-22), ELEMENTARY RUSSIAN OBSCENITY You shit, little shit, stupid shit, dumb shit, simple shit, shit­ heel; he don't know shit from Shinola, shit or get offthe pot, ·Boris Sukitch Razvratnikov chickenshit, that shit don't fetch, to be shit on, not worth diddly (or doodly) shit, don't know whether to shit orgo blind, he thinks his shit don't stink, he thinks he's King Shit, shit­ This article wiII concern itself with the pedagogical problems eating grin. encountered in attempting to introduce the basic concepts of IV: Fear Russian obscenity (mat) to English-speaking first-year students Scared shitless, scare the shit out of, shit green (or blue), shit at the college level. The essential problem is the fact that Rus­ .v,''' bricks, shit bullets, shit little blue cookies, shit out of luck, sian obscenity is primarily derivational while English (i.e., in 'r" almost shit in his pants (or britches), on someone's shit-list, this context, American) obscenity is analytic.
    [Show full text]
  • FIRST LANGUAGE and SOCIOLINGUISTIC INFLUENCES on the SOUND PATTERNS of INDIAN ENGLISH by HEMA SIRSA a DISSERTATION Presented To
    FIRST LANGUAGE AND SOCIOLINGUISTIC INFLUENCES ON THE SOUND PATTERNS OF INDIAN ENGLISH by HEMA SIRSA A DISSERTATION Presented to the Department of Linguistics and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2014 DISSERTATION APPROVAL PAGE Student: Hema Sirsa Title: First Language and Sociolinguistic Influences on the Sound Patterns of Indian English This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Linguistics by: Melissa A. Redford Chairperson Vsevolod Kapatsinski Core Member Tyler Kendall Core Member Kaori Idemaru Institutional Representative and J. Andrew Berglund Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded December 2014 ii © 2014 Hema Sirsa iii DISSERTATION ABSTRACT Hema Sirsa Doctor of Philosophy Department of Linguistics December 2014 Title: First Language and Sociolinguistic Influences on the Sound Patterns of Indian English The current dissertation is a systematic study of variation in the English spoken in multilingual and multicultural India. Three experiments were conducted to investigate the influence of two native languages (Hindi and Telugu) on English, which is spoken by almost all Indians as a second language. The first experiment indicated that Indian English (IE) is accented by the first language of its speakers, but high English proficiency and the degree of divergence between the sound patterns of the speaker’s native language and his or her IE suggested that other factors might influence the preservation of a native language accent in IE.
    [Show full text]
  • Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos
    English Language Teaching; Vol. 6, No. 10; 2013 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos Thongma Souriyavongsa1, Mohamad Jafre Zainol Abidin1, Rany Sam1, Leong Lai Mei1 & Ithayaraj Britto Aloysius1 1 School of Educational Studies, Universiti Sains Malaysia, Malaysia Correspondence: Thongma Souriyavongsa, PhD student at School of Educational Studies, Universiti Sains Malaysia, 11800, Penang, Malaysia. Tel: 601-6690-9027. E-mail: [email protected] Received: June 16, 2013 Accepted: July 9, 2013 Online Published: September 4, 2013 doi:10.5539/elt.v6n10p57 URL: http://dx.doi.org/10.5539/elt.v6n10p57 Abstract This paper aims to investigate learning English strategies and the requirement of English needs of the undergraduate students at the National University of Laos (NUOL). The study employed a survey design which involved in administering questionnaires of rating scales, and adapting the items from (Barakat, 2010; Chengbin, 2008; Kathleen A, 2010; Patama, 2001; Richards, 2001), to measure learning English strategies and the needs of English skills from 160 Lao undergraduate students of NUOL. The findings of this study revealed that speaking skill was the most important skills that students needed to improve in their undergraduate program. All participants reported a medium frequency use of strategy on learning English. The most frequently used strategies involved in using
    [Show full text]
  • English and Identity in Asia 1
    ASIATIC, VOLUME 2, NUMBER 2, DECEMBER 2008 English and Identity in Asia 1 Richard F. Young 2 University of Wisconsin-Madison, USA Abstract A common assumption is that one’s mother tongue is essentially one’s ethnocultural identity. Contact by speakers of local languages with a hegemonic language such as English is therefore seen as endangering not only the local language but also threatening the identity that speakers deem closest to them. I will argue in this paper that identifying language with identity is an oversimplification. I present societal attitudes toward English in a number of East and Southeast Asian nations and discuss the roots of those attitudes. Macro-societal attitudes towards language are, however, only one factor in the construction of ethnocultural identity in face-to-face interaction. I borrow Bucholtz and Hall’s tactics of intersubjectivity to frame my case that personal identity is constructed and negotiated by language performance in oral and literate practices and it is neither determined nor fixed by the attitudes of a society toward languages. Keywords World Englishes, social identity, intersubjectivity, ethnicity, multilingualism, language planning Introduction A common assumption is that one’s mother tongue is essentially one’s ethnocultural identity. Contact by speakers of local languages with a hegemonic language such as English is therefore seen as endangering not only the local language but also 1 Plenary address to English and Asia: First International Conference on Language and Linguistics , International Islamic University Malaysia, Kuala Lumpur, November 24-28, 2008. 2 Richard F. Young is Professor of English Linguistics at the University of Wisconsin-Madison, where he teaches courses in Sociolinguistics, English Syntax, Language Acquisition, and Research Methods.
    [Show full text]
  • Somali Dialects in the United States: How Intelligible Is Af-Maay to Speakers of Af-Maxaa? Deqa Hassan Minnesota State University - Mankato
    Minnesota State University, Mankato Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato Theses, Dissertations, and Other Capstone Projects 2011 Somali Dialects in the United States: How Intelligible is Af-Maay to Speakers of Af-Maxaa? Deqa Hassan Minnesota State University - Mankato Follow this and additional works at: http://cornerstone.lib.mnsu.edu/etds Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Hassan, Deqa, "Somali Dialects in the United States: How Intelligible is Af-Maay to Speakers of Af-Maxaa?" (2011). Theses, Dissertations, and Other Capstone Projects. Paper 276. This Thesis is brought to you for free and open access by Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in Theses, Dissertations, and Other Capstone Projects by an authorized administrator of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Somali Dialects in the United States: How Intelligible is Af-Maay to Speakers of Af- Maxaa? By Deqa M. Hassan A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Arts In English: Teaching English as a Second Language Minnesota State University, Mankato Mankato, Minnesota July 2011 ii Somali Dialects in the United States: How Intelligible is Af-Maay to Speakers of Af- Maxaa? Deqa M. Hassan This thesis has been examined and approved by the following members of the thesis committee. Dr. Karen Lybeck, Advisor Dr. Harry Solo iii ABSTRACT Somali Dialects in the United States: How Intelligible is Af-Maay to Speakers of Af-Maxaa? By Deqa M.
    [Show full text]