The Creativity and Borrowing in the Use of English Language by Second Language Speakers in Nigeria: A Sociolinguistic Perspective

The study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities. TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

This article explores the factors that affect the extent of students' English language use in English-medium instruction (EMI) science classrooms. Semi-structured interviews were conducted with seven science teachers from private and public schools in Astana city, and thematic analysis was employed to analyze the qualitative data. The findings from the study highlight several factors that influence the extent of English language usage in science subjects, focusing specifically on the teacher factor. The teacher's language skills and methods affect students' English usage, with negative factors including Kazakh/Russian language use. The initial level of English is also important, such as the number of years of English language training and preparation for international exams. Understanding these findings can help inform strategies and interventions aimed at promoting and enhancing students' English language usage in science subjects, ultimately improving their comprehension and academic performance.

This study investigates the perceptions and challenges of airport ground staff regarding English language usage at Pattimura International Airport, Indonesia. Using an explanatory sequential mixed-methods design, data were collected from 30 front-line airport staff through questionnaires and in-depth interviews. The quantitative analysis revealed unanimous recognition (100%) of English as essential for airport operations, while qualitative findings provided deeper insights into implementation challenges. Key findings indicate that despite positive perceptions toward English usage, staff face significant challenges in speaking (60% reporting anxiety) and listening comprehension (40% reporting language conversion difficulties). The absence of formal language training (reported by 100% of participants) has led to reliance on self-directed learning strategies. Staff primarily utilize informal methods such as watching movies with subtitles and listening to English songs to improve their language skills. This study highlights a critical gap between institutional requirements and support systems in English language development at the airport. These findings have important implications for aviation language training policies and suggest the need for structured institutional support to enhance staff English proficiency and confidence in professional communication.

Multilingualism is a common occurrence in Malaysia, which is a pluralistic society. The Malaysian-Indians, are commonly exposed to three languages; Tamil language (mother tongue), Malay language (National language) and English (Second language). This study focuses on Malaysian-Indians with Tamil language as their mother tongue above the age of 21 years. After school education, Malaysian-Indians mainly use either English or Tamil language to communicate while in intra-ethnic group conversations. The language choice of predominant language in daily speech repertoire was investigated. In daily conversation, some speakers give more preferences to English language and less importance to Tamil language; while those who prefer Tamil language, withdraw from speaking in English language. This study is to create awareness in the usage of both Tamil and English Language among Malaysian-Indians. The study compared language choice among Malaysian-Indians speakers by comparing their Tamil and English language usage in social context within the same ethnic group. A descriptive comparative design using mixed research method of quantitative and qualitative were employed in this study on a group of 82 Malaysian-Indians from three major states in the central region of peninsular Malaysia. The results revealed that majority of the respondents were aware of the importance of Tamil language as mother tongue and their language choice. However, the results also showed that the importance of English language as global language is undeniable. Therefore, Malaysian-Indians in recent years have resorted in code-mixing in their speech repertoire to create a win-win situation to uphold their mother tongue as well to progress in career and education.

This article is a report of the psychometric testing of the five-item English Language Acculturation Scale, an indicator of English language usage as reported by first-year undergraduate nursing students. Nursing students who have English as an additional language can struggle clinically and academically due to low levels of English language proficiency. A self-report screening tool may provide early identification of nursing students at risk of underperformance. Prospective correlational survey design. The study used a prospective, correlational survey design. In 2010 and 2011, 1400 commencing nursing students were surveyed about their English language usage using the English Language Acculturation Scale. In addition to descriptive statistics, exploratory and confirmatory factor analyses and Cronbach's alpha reliabilities, the relationship between English Language Acculturation Scale score and Grade Point Average at the end of first year was computed. Results show good reliability and construct validity of the English Language Acculturation Scale. Principal component analysis yielded only one component in which all five items loaded highly. This was further supported by confirmatory factor analysis, with standardized factor loadings ranging from 0·79 to 0·90. The results also showed strong association between English language use and academic performance; students in the high English Language Acculturation Scale score group were most likely to be in the high Grade Point Average group at the end of first year. Language screening tools can be an important strategy to identify nursing students at risk of underperforming in their studies. The English Language Acculturation Scale has the potential to be a useful brief self-report measure for commencing nursing students.

The purpose of this study was to assess the impact of the Portland (Oregon) public school district's ESL/bilingual program on the academic performance of limited English proficiency (IEP) students. The study attempted to correct a statistical bias that might lead to underestimating the effectiveness of ESL/bilingual programs. This statistical bias is caused by a negative correlation between student achievement and the characteristics which result in a student being placed in the ESL/bilingual program. Several variables and proxies representing characteristics of the school, the neighborhood, and the student's personal background were examined for their contribution to explaining the academic progress of LEP students in reading, mathematics, and English language usage. This dissertation attempts to answer the following major questions: Is the Portland school district's ESL/bilingual education approach effective in increasing LEP students' academic progress in reading, mathematics, and English language usage? Does the amount of FSL/bilingual instruction influence the academic achievement of LEP students in reading, mathematics, and English language usage? Do the personal background characteristics of LEP students influence their academic gains in reading, mathematics, and English language usage? Do neighborhood factors influence LEP students' gains in reading, mathematics, and English language usage? Achievement gains of LEP students in Grades 3-11 from the Portland (Oregon) Public School district were examined. Data on pertinent characteristics relating to school, neighborhood, and personal background information were collected. The data were analyzed using multiple regression analysis and instrumental variable estimation. Instrumental variable (IV) estimation was found to be appropriate to deal with the serious problem of "selection bias" in evaluating achievement gains of LEP students in ESL/bilingual programs. The problem of selection bias occurs when learners are selected for a program or for evaluation study because of characteristics which will also influence their scores on a test. Subsequent effects of this type of selection, and possible solutions to this type of problem, are discussed. The findings suggest that the ESL/bilingual education approach had a strong and statistically significant impact in improving mathematics achievement. The program's impact on language usage achievement was weak, and it showed no consistent results relating to reading achievement. The findings indicate that the greatest impacts are in academic areas rather than in language areas. The results were not strong, but the ESL/bilingual program appeared to have some positive benefits in terms of achievement gain in mathematics and language usage which simpler statistical techniques tend not to show. However, because of

The competency to use the English language in Malaysian tertiary education sectors is not solely required for pedagogical and research purposes. The language is also indispensable to administrative staff in the institutions to administer and spearhead the country’s education sector towards achieving world-class recognition. Yet, much literature is needed to highlight the importance of the language for administrative staff working at tertiary institutions. This study aims to investigate administrative staff at tertiary institutions’ usage of English language at the workplace. A mixed-method design was used to answer the what and how the staff uses the language. 138 administrative staff of several public tertiary institutions in Malaysia responded to an online questionnaire, and 10 were interviewed during a competency workshop. The survey and interview data generally indicated the administrative staff’s agreement on the importance of English language. In addition, most staff prefer to use the language during the telephone conversation. Still, they prefer to use it only when required, particularly in conversing with foreign counterparts. Albeit the preference, they were optimistic about the requirement set by institutions to be competent in the English language for workplace communication. These results are significant in understanding the administrative staff’s issues on the English language usage at the workplace and in enhancing the required competency as part of CPD.

The current study qualitatively examines 23 interviews with English second language users focusing on their lived experiences of communicating in the context of multicultural and multilingual interactions in Montreal. The interpretative phenomenological analysis of data reveals two superordinate themes: the idealized native speaker of English and ambivalent attitudes toward linguistic diversity which uncover the contested and shifting nature of language ideologies. The themes offer a narrative of the ideology of nativeness, intersecting with current studies in multilingual practices in globalized contexts. The authors suggest that the model of idealized native speech creates unrealistic expectations in English second language users regarding their own linguistic performance and their self-image as users of English. The study proposes the adoption of Lx speaker in order to challenge the monolingual bias inherent in the native and non-native speaker dichotomy.

In response to the significant upheaval caused by the global pandemic, education systems worldwide have shifted from traditional classroom settings to remote teaching methods. This drastic transition has presented numerous challenges, particularly in the realm of English as a Foreign Language (EFL) education in non-English speaking countries, such as Indonesia. This study embarks on an in-depth exploration of how the teaching methodologies and language functions utilized by EFL teachers at an Indonesian senior high school, MAN 2 Parepare, have adapted to these new learning environments. The research adopts a descriptive qualitative research design, providing a comprehensive view of the phenomena under investigation. The in-depth investigation focuses on the practices of two English teachers at MAN 2 Parepare, analyzing the way they employ different language functions during their online classes. The analysis seeks to elucidate the interaction between instructional language and the online learning environment, how it affects student comprehension, and the potential for instructional refinement. Findings indicate a broad range of language functions used by both teachers in their instructional strategies, demonstrating the adaptive potential of EFL instruction under the pressures of pandemic-induced remote teaching. Notably, the study reveals that the use of students' native language and the target language - English - plays a crucial role in aiding students' comprehension, highlighting the importance of maintaining a balance between the two. In sum, this paper offers valuable insights into the language function dynamics at play in online EFL classrooms during the pandemic. The findings have implications for informing instructional best practices and contribute to the broader understanding of language education in a rapidly changing global context.

The study briefly investigated the communicative language competence and English language usage of Junior High School learners (JHS) of San Pablo Colleges. The study is considered essential to help language teachers cultivate and enhance students’ communicative competence in order to ensure maximum participation and use of the target language despite the current situation in which students may approach speaking as a means of settling social disputes and forging relationships with others in the near future. Communicative language competence focused on areas such as grammar competence, discourse competence, sociolinguistic competence and strategic competence while English language usage focused on the extent of usage at home, in different platforms, and in the community. A descriptive quantitative research design was employed in the study which was participated by all JHS learners of San Pablo Colleges through complete enumeration. The JHS learners exhibits a positive result in the Communicative Language Competence. They were found to be advanced in grammar and sociolinguistic competence. While in language usage, the students were found to often use the English language in areas such as: at home, in the different platforms, and in the community. Therefore, it was found that there is a moderate positive competence between the Communicative Language Competence and English Language Usage. It implies that learners are able to speak fluently and accurately and are able to exhibit an advanced foundation of the Prosodic features of speech, and vocabulary

IntroductionNursing students who speak English as a second language (ESL) face academicchallenges such as academic and clinical underperformance and slower courseprogression. English language usage and its effect on Saudi undergraduatenursing students’ academic achievement is limited in the literature.ObjectivesTo identify the level of and the effect of English language usage on academicachievement among Saudi undergraduate nursing students.MethodsA cross-sectional, correlational descriptive design was employed. Data werecollected from a convenience sample of nursing students (N = 90) attending apublic nursing program in Saudi Arabia using English Language Usage Scale(ELUS-11). Data were analyzed using univariate, bivariate, and multivariatestatistics.ResultsSaudi nursing students’ academic achievement was high. However, their Englishlanguage usage was low. Yet, the student’s highest average score was relatedto listening, followed by reading, general, writing, and speaking. Thegeneral linear model revealed that English language usage influencedacademic achievement (B = .026, p <.001) aftercontrolling the sample gender and academic level.ConclusionsThe findings showed English language usage was associated with academicachievement. Saudi nursing students were willing to succeed in their studiesdespite their low levels of English skills. Providing English resources suchas courses through extracurricular activities and workshops for the studentsmight enhance their use of English, which might improve their academicachievement.

Over the years, English Language has been accorded a very high prestige in Nigeria.The status and functions given to English in Nigeria has made it become imperative for every Nigerian citizen to learn how to speak, read and write the language. This is as a result of the pluralistic linguistic situation of Nigeria which has made it impossible for national language. This accounts for why English has been allotted prestigious domains of use in Nigeria. This study was undertaken to investigate and shed more light on the effect that mother-tongue influence has on spoken English in Nigeria. The focus of this study is on selected mother-tongue factors affecting English language in Nigeria. In order to manipulate variables properly to achieve tenable results, this study will focus on the phonetic and phonological levels of mother-tongue interference. 150 Ikom learners/users of English were sampled from SSS3 students selected from three secondary schools in Ikom Local Government Area, Cross-River State, where Ikom is their native language. Tape recorders and smart recorders were instruments of data collection alongside (phonetic) articulation tests. The technique employed in the analysis of data was descriptive and quantitative. The sources of data were relevant textbooks, magazines, journals, libraries (online and offline) and the internet. The findings revealed that, the mother-tongue of Ikom learners/and users of English negatively influences their spoken English, significantly in their articulation of English consonants, vowels and consonant clusters; and suprasegmentals such as stress and intonation.

This study examined the relationships among the constructs of acculturative stress, depression, English language use, health literacy, and social support and the influence of these factors on health-seeking behaviors of Filipino Australians. Using a self-administered questionnaire, 552 respondents were recruited from November 2010 to June 2011. Structural equation modelling was used to examine relationships. A direct and negative relationship between health-seeking behaviors and depression, and an indirect relationship with acculturative stress, was observed mediated through depression. Social support had an important moderating influence on these effects. Although there was an inverse relationship between age and English language usage and depression, age was positively related to health-seeking behavior. Despite their long duration of stay, Filipino Australian migrants continue to experience acculturative stress and depression leading to lower health-seeking behaviors. This study highlights the importance of screening for acculturative stress and depression in migrants and fostering social support.

Psychometric evaluation of the 11-item English language usage scale in commencing nursing students

This research is discussing about the language that is used most in the names of advertisements on certain areas in Medan. In this era of globalization, many Indonesian people are already good in English, as English as a global language, so it is found some people use English in their activities. Many people use English for the names of their shops, restaurants, hotels, etc. as their advertisement to attract people to get their products. The writer is interested to know about the most language used in some certain areas in Medan. There are some purposes of this research. They are to get the certainty about the percent of Indonesian language usage on advertisements’ names; to get the certainty about the percent of English language usage on advertisements’ names; to get the certainty about the percent of both Indonesian language usage and English language usage on the same advertisements’ names. Here the writer found some results that there are advertisements that using Indonesian language, and some of them using English language and the rest are using both languages they are English language and Indonesian language. The writer is very happy for the result of this research that most of Medan people use Indonesian language for their advertisements.