The Languages of Israel : Policy Ideology and Practice Pdf, Epub, Ebook

Total Page:16

File Type:pdf, Size:1020Kb

The Languages of Israel : Policy Ideology and Practice Pdf, Epub, Ebook THE LANGUAGES OF ISRAEL : POLICY IDEOLOGY AND PRACTICE PDF, EPUB, EBOOK Bernard Spolsky | 312 pages | 25 Oct 1999 | Channel View Publications Ltd | 9781853594519 | English | Bristol, United Kingdom The Languages of Israel : Policy Ideology and Practice PDF Book Taken together, these critical perspectives and emerging emphases on ideology, ecology, and agency are indeed rich resources for moving the LPP field forward in the new millenium. Discover similar content through these related topics and regions. Urry , John. Honolulu: University Press of Hawaii. Modern Language Journal, 82, Skip to main content. Related Middle East and North Africa. Costa , James W. Fettes , p. Musk , Nigel. Language teaching and language revitalization initiatives constitute pressing real world LPP concerns on an unprecedented scale. In Arabic, and not only in Hebrew. Robert , Elen. By Muhammad Amara. Progress in Language Planning: International Perspectives. These publications have become classics in the field, providing accounts of early empirical efforts and descriptive explorations of national LPP cases. Enter the email address you signed up with and we'll email you a reset link. Back from the brink: The revival of endangered languages. As noted above, Cooper introduces acquisition planning as a third planning type , pp. Thanks to British colonization, English used to be one of the official languages of what would become the independent state of Israel, but this changed after Meanwhile, a series of contributions called for greater attention to the role of human agency, and in particular bottom-up agency, in LPP e. Ricento , Thomas K. Office for National Statistics. Jeffries , Lesley , and Brian Walker. Language planning and language ecology. Cameron , Deborah. What might newer emphases on ideology and agency add to our knowledge about LPP? Click here to sign up. The most significant languages of nonJews aged Children are instilled with desired linguistic attitudes via the widespread ostracisation of mother tongue and the projection of prestige onto Hebrew. Arabs are commonly proficient in a dialect of Arabic, Hebrew, and English. Toward a definition of language planning. There are, however, plans to form a university in the Arab city of Nazareth, where the language of instruction will be Arabic. Sarangi , Srikant. What the framework did NOT show, I reflected, was that planning for a given language never occurs in a vacuum with regard to other languages Hornberger, , p. Search Repository. Fishman Eds. A critical sociolinguistic perspective on institutions and work. Author Jacobs, Andrea Michele. The Other Languages of the Immigrants. Fishman, J. Language planning and education. Children are presented with and acquire a linguistic model through the exclusive use of Hebrew as the medium of education. Steger , Manfred B. He characterizes the first two phases as primarily addressing practical language problems of new nations, at first with a sense of optimism and ideological neutrality, and later with an evolving awareness of the potential negative effects and inherent limitations of the modernization and development models within which early LPP efforts were situated Ricento, , pp. To browse Academia. Literacy: An International Handbook. London: Palgrave Macmillan. The Languages of Israel : Policy Ideology and Practice Writer Lenihan , Aoife. Language Planning From Practice to Theory. The demand for equal use in both its documents and dealings than Hebrew, but the official languages is justified by the claim that presence of Arabic in Israel nevertheless real. Walsh , John , and Wilson McLeod. Journal of Ethnic and Migration Studies , 28 3 , Drinkwater , Stephen J. NABE Journal 8 2 By: Aidan Dugan. Today, however, English in Israel has almost all features of an official language, while Arabic, although an official language, has limited visibility. Schiffman , Harold. To date, most of the literature on feminist language practice has examined these issues in English or other Indo-European language speaking contexts. Fairclough , Norman. Language, identity and social division: The case of Israel. Kingsley , Leilarna. Minority languages and construction of the public space: The language policy: The case of Arabic case of Israel. New York: R. This paper. Martin-Jones , Marilyn , and Deirdre Martin eds. Elvis in Jerusalem: post-Zionism and the Americanization of Israel. Language Law in Israel. Spolsky , Bernhard , and Elana Shohamy. Selleck , Charlotte , and Elisabeth Barakos. It is in lost control of the area after the Six Day this perspective that they speak of linguistic War. Williams, C. Barakos , Elisabeth , and Johann W. Paulston, C. The Languages of Israel : Policy Ideology and Practice Reviews Israeli immigrants may have brought it to some communities, but mostly it remains a liturgical language outside of the country. Some features of this site may not work without it. Ryan rated it it was ok Dec 14, This introduces difficulties for Arab students, who must often either go abroad or struggle to complete a degree through coursework in their non-native language. Search Repository. The alchemy of English: The spread, functions and models of non-native Englishes. Lewis, G. Modern Hebrew is one of the best examples of the revival of an extinct language, as it vanished between BCE and BCE but was revived in the late 19th century. Finally, I examine the sociolinguistic strategies employed by two women, an Israeli feminist politician and a Jewish feminist activist married to an Arab man, to explore how they use the full range of their linguistic repertoires to negotiate their identities in specific socio-cultural contexts. Language Problems and Language Planning, 33 2 , — Get In Touch With Us. Language teaching and language revitalization initiatives constitute pressing real world LPP concerns on an unprecedented scale. Does language of instruction matter in education? However, a supreme court ruling enforced the use of Literary Arabic, particularly in public signage, food labels and in all government communication. By joel walters. Today, however, English in Israel has almost all features of an official language, while Arabic, although an official language, has limited visibility. Children are presented with and acquire a linguistic model through the exclusive use of Hebrew as the medium of education. Rabin, C. In this practical application of linguistic knowledge we are proceeding beyond descriptive linguistics into an area where judgment must be exercised in the form of choices among available linguistic forms. To browse Academia. It is said that most Jews are bilingual in Hebrew and English, and in my experience this has overwhelmingly been the case. Sandra Volpe rated it really liked it Jul 21, The labels on Kit Kat bars are now in English rather than in Hebrew. Download PDF Package. The realization that there are many putative managers, individuals, and agencies at all levels from family and nation and beyond e. Teaching Arabic as a Second Language. Bilingual Education and Social Change. In William Bright Ed. Evans, S. Got it from a friend who is mastering in linguistical, language thingys or something like that. At the end of the British mandate, there were three official languages for the region that is now Israel: Hebrew for the Jews , Arabic for the Arabs , and English for the British. Huebner, T. Orientations in language planning. The perpetuation of this ideology, of uniting the Jewish people through the common language of Hebrew, is further seen in a policy which facilitates free Hebrew courses for people who make aliyah. Anderson, B. Modern Language Journal, 82, Boulder, CO, Westview Press. The chapters give balanced analyses of the hi This book is an original and comprehensive treatment of the languages of Israel of the practice and of the ideology. Grenoble, L. New York: Cambridge University Press. The Languages of Israel : Policy Ideology and Practice Read Online Language Planning and Social Change. Want to Read Currently Reading Read. Intended for local language advocates, language policy specialists working for national and international bodies, and academic researchers and their students, the volumes assess the current status and future prospects of about 20 endangered languages worldwide in light of the GIDS framework, and vice versa. The sociopolitical dynamics of indigenous language maintenance and loss: A framework for language policy and planning. In the first, a group of Arabic- This is all tied together with a reasoned account of the new language education policy, and a consideration of the likelihood that the long hegemony of Hebrew is giving way to an evolving acceptance of linguistic diversity. With the rise in the perceived status of English in Israel and the knowledge of the actuality of the linguistic landscape, it will be extremely interesting to see the various changes, if any, to the language policies of Israel in the coming years. Honolulu: University Press of Hawaii. Brend Eds. Mesthrie, R. The Loss and Maintenance of Jewish Languages. Can Language be Planned? Wagner, D. Part of the gap has been filled by the growth of a neighboring field of educational linguistics. Language policy and democracy in South Africa: The prospects of equality within rights-based policy and planning. Language practice and policy in Israel language policy Hebrew as a mother tongue Hebrew language acquisition and diffusion policies Arabic - the language of the "minorities" teaching Arabic as a second language English - everbody's second
Recommended publications
  • Language Projections: 2010 to 2020 Presented at the Federal Forecasters Conference, Washington, DC, April 21, 2011 Hyon B
    Language Projections: 2010 to 2020 Presented at the Federal Forecasters Conference, Washington, DC, April 21, 2011 Hyon B. Shin, Social, Economic, and Housing Statistics Division, U.S. Census Bureau Jennifer M. Ortman, Population Division, U.S. Census Bureau This paper is released to inform interested parties of BACKGROUND ongoing research and to encourage discussion of work in progress. Any views expressed on statistical, The United States has always been a country noted for methodological, technical, or operational issues are its linguistic diversity. Information on language use and those of the authors and not necessarily those of the proficiency collected from decennial censuses shows U.S. Census Bureau. that there have been striking changes in the linguistic landscape. These changes have been driven in large ABSTRACT part by a shift in the origins of immigration to the United States. During the late 19th and early 20th Language diversity in the United States has changed centuries, the majority of U.S. immigrants spoke either rapidly over the past three decades. The use of a English or a European language such as German, Polish, language other than English at home increased by 148 or Italian (Stevens, 1999). Beginning in the middle of percent between 1980 and 2009 and this increase was the 20th century, patterns of immigration shifted to not evenly distributed among languages. Polish, countries in Latin America, the Caribbean, and Asia German, and Italian actually had fewer speakers in 2009 (Bean and Stevens, 2005). As a result, the use of compared to 1980. Other languages, such as Spanish, Spanish and Asian or Pacific Island languages began to Vietnamese, and Russian, had considerable increases in grow.
    [Show full text]
  • The Status of Arabic in the United States of America Post 9/11 and the Impact on Foreign Language Teaching Programs
    Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 3; June 2014 Copyright © Australian International Academic Centre, Australia The Status of Arabic in the United States of America post 9/11 and the Impact on Foreign Language Teaching Programs Abdel-Rahman Abu-Melhim Department of English Language and Literature Irbid University College, Al-Balqa' Applied University, Al-Salt, Jordan 19117 E-mail: [email protected] Doi:10.7575/aiac.alls.v.5n.3p.70 Received: 06/04/2014 URL: http://dx.doi.org/10.7575/aiac.alls.v.5n.3p.70 Accepted: 13/05/2014 This work has been carried out during sabbatical leave granted to the author, (Abdel-Rahman Abu-Melhim), from Al-Balqa' Applied University, (BAU), during the academic year 2013/2014. Abstract This study aims at investigating the status of Arabic in the United States of America in the aftermath of the 9/11 World Trade Center events. It delves into this topic and identifies the main reasons for the increased demand for learning Arabic. It also determines the impact of the renewed interest in Arabic on foreign language teaching programs. Furthermore, the study identifies the main Arabic language programs established in the U.S. after the events of 9/11, 2001 at various institutions of higher education. The process of data collection relied primarily on information and statistics provided by several authorized professional linguistic organizations based in the U.S. as well as a number of telephone interviews conducted by the researcher. Since September 11, 2001, Arabic language teaching and learning has become the focus of much more attention from the educational community in the United States.
    [Show full text]
  • Language Ideologies, Schooling and Islam in Qatar
    Language in the Mirror: Language Ideologies, Schooling and Islam in Qatar Rehenuma Asmi Submitted in partial fulfillment of the Requirements for the degree of Doctorate of Philosophy under the executive committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2013 © 2013 Rehenuma Asmi All rights reserved ABSTRACT Language in the Mirror: Language Ideologies, Schooling and Islam Rehenuma Asmi My study explores language ideologies in the capital city of Doha, Qatar, where school reform movements are placing greater emphasis on English language acquisition. Through ethnography and a revised theory of language ideologies, I argue that as languages come in greater contact in multi-lingual spaces, mediation must occur between the new and old relationships that are emerging as a result of population growth, policy changes and cross-cultural interactions. I interrogate the development concept of the “knowledge economy” as it is used to justify old and new language ideologies regarding Arabic and English. As Qataris change their education systems in response to the economic development framework of the “knowledge economy,” they are promoting language ideologies that designate English as useful for the economy and “global” citizenship and Qatari Arabic and Standard Arabic as useful for religious and cultural reasons. I argue that Standard English, through its association with the “knowledge economy,” becomes “de-localized” and branded an “international” language. This ideology presents English as a modern language free of the society in which it is embedded, to circulate around the globe. In contrast, Standard Arabic is represented as stiff, archaic language of religious traditions and Qatari Arabic is presented as the language of oral culture and ethnonationalism.
    [Show full text]
  • Beliefs and Out-Of-Class Language Learning of Chinese-Speaking ESL Learners in Hong Kong
    New Horizons in Education. Vol. 60, No.1, May 2012 Beliefs and Out-of-class Language Learning of Chinese-speaking ESL Learners in Hong Kong WU Man-fat, Manfred Hong Kong Institute of Vocational Education (Haking Wong) Abstract Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful pedagogical implications for English teaching in Hong Kong. Aim: The aim of the study is to gather information on the BALLs and out-of-class language-learning activities of young adult ESL learners in Hong Kong. Sample: Convenience sampling is adopted in this study of 324 ESL (English as a Second Language) learners undertaking vocational education in Hong Kong. Methods: Surveys on BALLs and out-of-class language-learning activiti Results: Findings indicate that learners held mostly positive beliefs. Watching films and television, reading, listening to English songs, music and radio channels, formal learning and practising speaking with others were the out-of-class language- learning activities reported by subjects that they carried out most frequently. There is an association between BALLs and the implementation of activities. Learners who regarded out-of-class language-learning activities as useful were found to possess more positive beliefs regarding their English learning in terms of BALLI (Beliefs About Language Learning Inventory) items. Learners who implemented out-of-class language-learning activities were found to have more positive beliefs in terms of two factors, Perceived value and nature of learning spoken English and Self-efficacy and expectation about learning English.
    [Show full text]
  • Mandarin Chinese As a Second Language: a Review of Literature Wesley A
    The University of Akron IdeaExchange@UAkron The Dr. Gary B. and Pamela S. Williams Honors Honors Research Projects College Fall 2015 Mandarin Chinese as a Second Language: A Review of Literature Wesley A. Spencer The University Of Akron, [email protected] Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Follow this and additional works at: http://ideaexchange.uakron.edu/honors_research_projects Part of the Bilingual, Multilingual, and Multicultural Education Commons, Chinese Studies Commons, International and Intercultural Communication Commons, and the Modern Languages Commons Recommended Citation Spencer, Wesley A., "Mandarin Chinese as a Second Language: A Review of Literature" (2015). Honors Research Projects. 210. http://ideaexchange.uakron.edu/honors_research_projects/210 This Honors Research Project is brought to you for free and open access by The Dr. Gary B. and Pamela S. Williams Honors College at IdeaExchange@UAkron, the institutional repository of The nivU ersity of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Honors Research Projects by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. Running head: MANDARIN CHINESE AS A SECOND LANGUAGE 1 Mandarin Chinese as a Second Language: A Review of Literature Abstract Mandarin Chinese has become increasing prevalent in the modern world. Accordingly, research of Chinese as a second language has developed greatly over the past few decades. This paper reviews research on the difficulties of acquiring a second language in general and research that specifically details the difficulty of acquiring Chinese as a second language.
    [Show full text]
  • Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected]
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 2015 Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected] Theresa Catalano University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, International and Comparative Education Commons, and the Teacher Education and Professional Development Commons Moeller, Aleidine Kramer and Catalano, Theresa, "Foreign Language Teaching and Learning" (2015). Faculty Publications: Department of Teaching, Learning and Teacher Education. 196. http://digitalcommons.unl.edu/teachlearnfacpub/196 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in J.D. Wright (ed.), International Encyclopedia for Social and Behavioral Sciences 2nd Edition. Vol 9 (Oxford: Pergamon Press, 2015), pp. 327-332. doi: 10.1016/B978-0-08-097086-8.92082-8 Copyright © 2015 Elsevier Ltd. Used by permission. digitalcommons.unl.edu Foreign Language Teaching and Learning Aleidine J. Moeller and Theresa Catalano 1. Department of Teaching, Learning and Teacher Education, University of Nebraska–Lincoln, USA Abstract Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learn- ing environments that engaged learners in interactive communicative language tasks.
    [Show full text]
  • The Arabic Language in Israel: Official Language, Mother Tongue, Foreign Language
    The Arabic Language in Israel: official language, mother tongue, foreign language. Teaching, dissemination and competence by Letizia Lombezzi INTRODUCTION: THE STATE OF ISRAEL, SOME DATA1 The analysis of the linguistic situation in the state of Israel cannot set aside a glance at the geography of the area, and the composition of the population. These data are presented here as such and without any interpretation. Analysis, opinion and commentary will instead be offered in the following sections and related to the Arabic language in Israel that is the focus of this article. 1 From “The World Factbook” by CIA, <https://www.cia.gov/library/publications/the-world- factbook/> (10 September 2016). The CIA original survey dates back to 2014; it has recently been updated with new data. In those cases, I indicated a different date in brackets. Saggi/Ensayos/Essais/Essays CONfini, CONtatti, CONfronti – 02/2018 248 Territory: Area: 20,770 km2. Borders with Egypt, 208 km; with the Gaza Strip, 59 km; with Jordan 307 km; with Lebanon 81 km; 83 km with Syria; with The West Bank 330 km. Coast: 273 km. Settlements in the occupied territories: 423, of which: 42 in the Golan Heights; 381 sites in the occupied Palestinian territories, among them: 212 settlements and 134 outposts in the West Bank; 35 settlements in East Jerusalem. Population: Population: 8,049,314 (data of July 2015). These include the population of the Golan, around 20,500 people and in East Jerusalem, about 640 people (data of 2014). Mean age 29.7 years (29.1 M, F 30.4, the 2016 data).
    [Show full text]
  • Language Management in the People's Republic of China
    LANGUAGE AND PUBLIC POLICY Language management in the People’s Republic of China Bernard Spolsky Bar-Ilan University Since the establishment of the People’s Republic of China in 1949, language management has been a central activity of the party and government, interrupted during the years of the Cultural Revolution. It has focused on the spread of Putonghua as a national language, the simplification of the script, and the auxiliary use of Pinyin. Associated has been a policy of modernization and ter - minological development. There have been studies of bilingualism and topolects (regional vari - eties like Cantonese and Hokkien) and some recognition and varied implementation of the needs of non -Han minority languages and dialects, including script development and modernization. As - serting the status of Chinese in a globalizing world, a major campaign of language diffusion has led to the establishment of Confucius Institutes all over the world. Within China, there have been significant efforts in foreign language education, at first stressing Russian but now covering a wide range of languages, though with a growing emphasis on English. Despite the size of the country, the complexity of its language situations, and the tension between competing goals, there has been progress with these language -management tasks. At the same time, nonlinguistic forces have shown even more substantial results. Computers are adding to the challenge of maintaining even the simplified character writing system. As even more striking evidence of the effect of poli - tics and demography on language policy, the enormous internal rural -to -urban rate of migration promises to have more influence on weakening regional and minority varieties than campaigns to spread Putonghua.
    [Show full text]
  • The Effectiveness of Early Foreign Language Learning in the Netherlands
    Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 4 (3). 2014. 409-418 doi: 10.14746/ssllt.2014.4.3.2 http://www.ssllt.amu.edu.pl The effectiveness of early foreign language learning in the Netherlands Kees de Bot University of Groningen, the Netheralnds University of Pannonia, Veszprém, Hungary [email protected] Abstract This article reports on a number of projects on early English teaching in the Nether- lands. The focus of these projects has been on the impact of English on the devel- opment of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in English proficiency are substantial. Given the specific situation in the Netherlands where English is very present, in particular in the media, a real com- parison of the findings with those from other countries is problematic. Keywords: early foreign language learning, the Netherlands, English, vocabu- lary, syntax 1. Introduction In this contribution an overview of the research on early foreign language teach- ing in the Netherlands will be presented. Research on this topic started in the early 2000s with a number of small-scale projects and, more recently, a large, government-funded project was finished. The findings will be presented along 409 Kees de Bot with some ideas and related research on future developments. First, a brief his- tory of the provision of bilingual education in the Netherlands will be presented.
    [Show full text]
  • The Case Against Official Monolingualism: the Idiosyncrasies of Minority Language Rights in Israel and the United States
    THE CASE AGAINST OFFICIAL MONOLINGUALISM: THE IDIOSYNCRASIES OF MINORITY LANGUAGE RIGHTS IN ISRAEL AND THE UNITED STATES Yuval Merin * I. INTRODUCTION ....................................... 1 H. THE NATURE AND HISTORY OF LANGUAGE DIVERSITY IN ISRAEL AND THE UNITED STATES ....................... 3 III. THE LEGAL STATUS OF LANGUAGES IN ISRAEL AND THE UNITED STATES ................................... 9 A. The Status of English and the Absence of an Official Language in the United States ........................ 9 B. FormalBilingualism and the Status of Hebrew, Arabic, and English in Israel .............................. 11 1. The Legal Status of Hebrew ...................... 14 2. The Legal Status of English ...................... 15 3. The Legal Status ofArabic ...................... 15 C. Comparative Observations ......................... 18 IV. "OFFICIAL LANGUAGE:" IMPLICATIONS AND MOVEMENTS .... 20 A. The Implications of "Official Language " .............. 22 B. "Hebrew-Only" Trends in Israel in Comparisonto the "English-Only" Movement in the United States ...... 25 C. Linguistic Requirements and Practicesin the Field of Education ..................................... 30 V. LINGUISTIC MINORITIES AND LANGUAGE RIGHTS AS CONSTITUTIONAL AND HUMAN RIGHTS ................... 34 VI. CONCLUSION ........................................ 48 I. INTRODUCTION Both Israel and the United States are multi-ethnic societies with a large percentage of linguistic minorities. Hebrew and Arabic are the two official languages of Israel whereas the United States lacks an official language at the J.S.D. Candidate, New York University School of Law; LL.M., New York University School of Law, 1997; LL.B., The Hebrew University of Jerusalem School of Law, 1993. The author would like to thank Prof. Rachel Moran of Boalt Hall School of Law, University of California at Berkeley, for her insightful and helpful comments on previous drafts of this Article.
    [Show full text]
  • International Journal of Instruction July 2020 Vol.13, No.3
    International Journal of Instruction July 2020 ● Vol.13, No.3 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 605-616 Received: 28/01/2019 Revision: 18/02/2020 Accepted: 24/02/2020 OnlineFirst:08/05/2020 Using the Mother Tongue in Foreign-Language Learning: Secondary School Students in Kazakhstan Lyazzat Beisenbayeva L.Gumilev Eurasian National University, Department of Theory and Practice of Foreign Languages, Astana, Kazakhstan, [email protected] One of the notable behaviours of individuals during the teaching of foreign languages is the use of the first language as an integral part of the learning-teaching process. This situation can also negatively affect the learning of a foreign language. The aim of this study is to determine the reasons why secondary-school students in Kazakhstan feel the need to use their first language (Kazakh or Russian) in foreign- language classes where they are studying English. The research, based on the general screening model, was conducted in Astana, the capital of Kazakhstan, in three middle schools with a group of 296 11th grade students. The data was obtained by using an attitude scale consisting of four factors which was developed by Ocak, Kuru and Ozchalishan (2010).The scale factor-loads varied between 0.35-0.85; and reliability was found to be Alpha=0.71. According to the findings, students avoid the use of the foreign languages they study; have motivation problems; have a fear of being criticized by teachers; have a fear of being teased by classmates; tease their friends; and don't believe in themselves enough.
    [Show full text]
  • Multilingual Content in Teaching the Kazakh Language Courses
    Athens Journal of Philology - Volume 8, Issue 4, December 2021 – Pages 269-282 Multilingual Content in Teaching the Kazakh Language Courses By Elmira Orazaliyeva* & Fauziya Orazbayeva± According to the second state program on the development and functioning of languages until 2020, Kazakhstan concentrates on consolidating the Kazakh language as the state language, where Russian, English or others are foreign languages. New educational programs of the country assume a step-by-step implementation of communicative language skills. Students receive a possibility of relaying certain knowledge in the field of natural, human and technical sciences. The mission of Abai Kazakh National Pedagogical University as the educational center of transforming the results of advanced research in the field of pedagogy, teaching methods are implemented to prepare teachers in order to support multilingual content approaches in education. It is expected that in high schools four natural subjects like chemistry, biology, computer science, and physics will be taught in English, Kazakh, and Russian, while history, language, literature and other art sciences will be the subjects of the Kazakh or Russian languages. The school programs with general educational standards are aimed at creating a base of modernly demanded and replenished knowledge. It explains the creation of the International Nazarbayev University which is unique in Kazakhstan. High admission requirements characterize selection quality, and targets in mastering foreign languages. Keywords: multi-academic content, multilingualism, cross-cultural expertises, educational methods and strategies, educational approaches Introduction Nowadays, academic multilingual content for the Kazakhstani education system is important. Notoriously, the country now finalizes the last decade of the second State Program and systematizes the indicators of developing and using languages.
    [Show full text]