Journal of the National Council of Less Commonly Taught Languages Vol. 10 Fall, 2011 Danko Šipka, Editor Antonia Schleicher, Managing Editor Charles Schleicher, Copy Editor Nyasha Gwaza, Production Editor John Adeika, Cover Editor Holly Rubish, Production Assistant The development of the Journal of the National Council of Less Commonly Taught Languages is made possible in part through a grant from the U.S. Department of Education Please address enquiries concerning advertising, subscriptions and issues to the NCOLCTL Secretariat at the following address: National African Language Resource Center 4231 Humanities Building, 455 N. Park St., Madison, WI 53706 Copyright © 2012, National Council of Less Commonly Taught Lan- guages (NCOLCTL) iii The Journal of the National Council of Less Commonly Taught Languages, published annually by the Council, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Arti- cles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at the Council’s annual con- ference will be considered for publication, but additional manuscripts from members of the profession are also welcome. Besides the Journal Editor, the process of selecting material for publication is overseen by the Advisory Editorial Board, which con- sists of the foremost scholars, advocates, and practitioners of LCTL pedagogy. The members of the Board represent diverse linguistic and geographical categories, as well as the academic, government, and business sectors. JNCOLCTL Advisory Editorial Board Elizabeth M. Bergman Miami University of Ohio, Arabic Richard Brecht University of Maryland and NFCL, Russian and Language Advocacy Stephane Charitos Columbia University, Language Technology, Greek Victor Friedman University of Chicago, Balkans and Caucasus Languages Michael Hillmann University of Texas-Austin, Farsi, Tajik Scott McGinnis Defense Language Institute, Washington DC, Chinese Rajandra Singh University de Montreal, South Asian languages, Theoretical Approaches iv The Journal of the National Council of Less Commonly Taught Languages is a refereed publication. The editors invite sub- missions of articles, book reviews, and advertisements for future vo- lumes. To be considered for publication, manuscripts should be typed, double spaced, with margins of at least one and one-half inch- es. Articles should include a 150-word abstract and should be about 20 typewritten pages. All references and notes should follow the lat- est edition of the Publication Manual of the American Psychological Association (APA), see http://www.apastyle.org/manual/index.aspx Manuscripts should be: • A maximum of 20 pages (excluding references, charts, notes, etc.) and submitted electronically via word (1997-2003)- document e-mail attachment. • Double-line spaced throughout, including notes, references, and tables, using 12-point Times New Roman font with a 1.5 inch left margin. (Please ensure that this specified formatting is followed). • Accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author. (Because the ma- nuscript will be blind reviewed, identifying information should be on the cover sheet only, and not appear in the manuscript). All Manuscripts should be electronically submitted via email to The Editor at: [email protected] and copied to the Secretariat at: se- [email protected]. Subscriptions and address changes to the journal should be sent to Dr. Antonia Schleicher, National African Language Resource Center, 4231 Humanities Building, 455 N. Park Street, Madison, WI 53706. Subscription Rates: 1 Year Individual U.S. $30 1 Year Institutional U.S. $60 vii Journal of the National Council of Less Commonly Taught Languages Volume 10 Fall 2011 Table of Contents Editor’s Introduction Danko Sipka ix Stability and Change in Americans’ Foreign Language Policy Attitudes: 1 2000-2008 John P. Robinson, William P. Rivers, Paul Harwood The Beliefs of International and Domestic Foreign Language Teachers 21 Scott Kissau, Maria Yon, Bob Algozzine Teachers’ Perceptions on the Use of African Languages in the Curricu- 57 lum: A Case Study of Schools in Kenya, East Africa. Martin C. Njo- roge & Moses Gatambuki Gathigia Multilingualism going nowhere slowly at one of the most demographically 83 representative South African Universities Dianna Lynette Moodley Capturing Students’ Target Language Exposure Collaboratively on Vid- eo – The Akan (Twi) Example Seth Antwi Ofori 111 Teaching and learning pragmatics in L2 Korean: Past, present, and future directions Sun Yung Song and Danielle Ooyoung Pyun 141 Placement Test Development for Chinese Heritage Language Learners Jack Jinghui Liu 169 Being a “professional” LCTL at a “professional” level: A call for the inclusion of multiple Chineses in “Chinese” language pedagogy Gene- 193 vieve Y. Leung & Ming-Hsuan Wu viii National Council of Less Commonly Taught Languages (NCOLCTL) NCOLCTL is an organization dedicated to the teaching and learning of Less Commonly Taught Languages. Membership is open to individuals and organizations that share this interest. NCOLCTL Homepage http://www.ncolctl.org NCOLCTL Officers President: Catherine Ingold, University of Maryland Vice-President: Alwiya S. Omar, Indiana University Immediate Past President: Hong Gang Jin, Hamilton College Secretary Treasurer: Susan Schmidt, University of Colorado Executive Director: Antonia Schleicher, University of Wisconsin-Madison At Large Board Members: Jacques du Plessis, UW - Milwau- kee, Muhammad S. Eissa, University of Chicago NCOLCTL Mission Statement NCOLCTL’s mission is to increase the number of Americans who choose to learn one or more of the less commonly taught lan- guages (LCTLs) as a means of enhancing cross-cultural communica- tion among citizens of the United States. NCOLCTL’s work focuses on the less commonly taught languages which are becoming increa- singly vital to the economic, social and political welfare of the United States. Furthermore, NCOLCTL seeks to improve the teaching and ix learning of these languages and to make them more generally availa- ble. We are the national voice for organizations and individuals who represent the teaching of these less commonly taught languages at both the collegiate and precollegiate level. NCOLCTL also promotes the use of technology, especially computers and the Internet, to ena- ble a new era in cross-cultural understanding, communication, and language education. NCOLCTL constitutes a national mechanism devoted to strengthening the less commonly taught language professions through enabling NCOLCTL members to work toward “shared solutions to common problems.” NCOLCTL principally directs its efforts toward building a national architecture for the LCTL field and in making the field’s resources easily accessible to language programs and individual learners around the United States. Activities of NCOLCTL Since its establishment in 1990, the NCOLCTL has carried out a variety of activities to raise awareness about the importance of less commonly taught languages. NCOLCTL achieves its goals through the following activities: • Annual Conference in conjunction with Delegate Assembly • Conducting research to promote and facilitate the learning and teaching of the LCTLs • Planning for and establishing a national policy for building the national capacity for the study of the LCTLs • Enhancing the capacity of existing LCTL national associa- tions, and organizing new ones • Establishing a system for networking and communication among member organizations, and facilitating their collective efforts to solve problems in the LCTL field • Developing language learning frameworks to guide teacher training, curriculum design, materials development, and seek ways to address problems of articulation among different le- vels of the American educational system • Working, on behalf of the members, with government agen- cies, foundations, and the general foreign language commun- x ity on policy issues and to seek funding to establish effective standards for the less commonly taught language field • Fostering national and international linkages within and across the various language areas • Online Teaching Courses designed primarily for new instruc- tors of LCTLs at postsecondary level and a useful resource for experienced instructors. Becoming a member of NCOLCTL Both individual and organizational Membership Application forms for the National Council of Less Commonly Taught Languag- es are available online at: http://www.ncolctl.org/be-a-member Editor’s Introduction Danko Šipka Arizona State University The present volume is opened by a broad review of foreign policy attitudes in the United States by John P. Robinson, William P. Rivers, and Paul Harwood. The following two papers examine the teachers’ attitudes. Scott Kissau, Maria Yon, and Bob Algozzine address the beliefs of foreign and international teachers, while Martin C. Njoroge and Moses Gatambuki Gathigia discuss the attitudes toward the use of African languages. The next paper by Diana Moodley examines a concrete case of bilingualism in South Africa. In the following