Heritage Language Research Articles

Classroom Structure Strategies of Teachers and Language Communication Hitches of Students in Public Secondary Schools

Classroom Structure Strategies of Teachers and Language Communication Hitches of Students in Public Secondary Schools

Morphological Markedness and the Temporal Dynamics of Gender Agreement Processing in Spanish as a Majority and a Heritage Language

Morphological Markedness and the Temporal Dynamics of Gender Agreement Processing in Spanish as a Majority and a Heritage Language

Kajian Pengetahuan Ibu Tentang Autis dan Gizi Anak Autisdi Sekolah Luar Biasa (SLB) Negeri Nunumeu-Soe

Autism is a variant of autism spectrum disorder characterized by social communication difficulties and language barriers, narrow interests and rigid and repetitive behavior. This research aims to examine mothers' knowledge about autism and nutrition for autistic children at Nunumeu-Soe State Special School. This research is a qualitative research. Data collection was carried out using in-depth interview techniques with six informants who have autistic children at Nunumeu-Soe State Special School. The results of the research found that not all informants knew the symptoms of children with autism, so it was discovered that when children were 3-5 years old, the symptoms of autism that were often noticed were difficulty speaking and hyperactivity. Not all informants gave breast milk until the child was two years old due to work factors and replaced it with formula milk. All informants did not know the type of autistic behavior that influences children's consumption patterns, but the informants already knew the levels of autism. Mother's knowledge about nutrition for autistic children regarding types of food that adapt to the child's wishes containing gluten and casein. Food taboos in children are well known, but often escape the mother's attention due to permissive parenting, which causes serious symptoms in children. Barriers to health services and a lack of health workers in TTS district resulted in a lack of informant knowledge. Schools need to consult with local health services to educate parents about the nutrition of autistic children regarding the type of behavior and dietary restrictions of autistic children.

Advancing the communicative language teaching agenda: what place for translanguaging in task-based language teaching?

ABSTRACT Littlewood’s early stance on the use of students’ first language (L1) in the foreign language (L2) classroom was that maximum use of the target language (TL) enhances language acquisition. He suggested that this precept has been pervasive in every communicatively-oriented language teaching method and has also been widely accepted in official curricula in a range of contexts due to an understanding that TL use should be normative in classroom interactions. A strong rationale for advocating this ‘monolingual principle’ has been that, for many students, the L2 classroom provides the only opportunity to be exposed to the TL. Littlewood and Yu (2011. First language and target language in the foreign language classroom. Language Teaching 44, no. 1: 64–77) recognised, however, that teachers and students do make use of students’ L1 in L2 classrooms and suggested several ways in which teachers might do this legitimately. Furthermore, Littlewood (e.g. 2014. Communication-oriented language teaching: where are we now? Where do we go from here? Language Teaching 47, no. 3: 349–362) conceded that exclusive TL use has become subject to active questioning in recent years. The phenomenon of translanguaging takes arguments that support L1 use beyond Littlewood’s earlier suggestions. There are also implications for TBLT where extensive L2/TL use is the default position but where translanguaging practices are not necessarily at odds with the central task construct. This paper explores translanguaging in the contexts of TBLT and the monolingual principle.

The effect of language attitudes on proficiency in two heritage languages of Mountain Jews in Israel and the US

Abstract Mountain Jews (MJs), native of the eastern Caucasus, mass immigrated in the 1990s to Israel and the US. MJs brought with them two heritage languages (HLs): Russian, the language of wider communication in the former Soviet Union, and Juhuri, their traditional home language. The present study explores the effects of HL attitudes on proficiency among 146 Israeli and 138 American MJs differing in age (M = 35.42) and in education level. A questionnaire based on a triadic attitude model comprised of Affective, Behavioral, and Cognitive items was used to examine the impact of language attitudes on self-rated Comprehension and Production of the two HLs. Results showed more positive attitudes toward Russian than Juhuri in both Israel and the US, with highest values registered for the Affective component. Attitudes toward Russian did not differ across countries, whereas attitudes toward Juhuri were more positive in the US. Attitudes predicted proficiency of Russian better than Juhuri and better in Israel than in the US. The findings are discussed in light of societal and cultural differences between Israel and the US, in terms of ethnolinguistic vitality and the status of the societal languages, as well as the implications of the unique attitude structure of the two HLs in the two countries.

Pelatihan Strategi Pengenalan Bahasa Inggris pada Siswa PAUD bagi Guru PAUD Wineha di Diwek Jombang

Children, especially at the early childhood education level, are the nation's assets who will become future state leaders. Therefore, introducing English to elementary school children is crucial to enhance their abilities to pursue higher education. Learning and familiarizing themselves with English, as an international language of communication, can begin with reading, pronouncing, and forming simple sentences. An analysis of the situation at PAUD Wineha in Keras Village, Diwek Subdistrict, Jombang Regency, shows that PAUD teachers need "Training in English Introduction Strategies" to address students in the modern era. The results indicate that participants agree that teaching English in early childhood education is essential for several reasons, including skill-building, keeping up with the times, and providing a foundation for future educational journeys. According to the questionnaire results, the training was very good. Participants expressed their happiness and anticipation for future training sessions. They also noted that they appreciated the quality of the training and experienced positive feelings such as enthusiasm and excitement during the event.

Discursive positioning in heritage – second language learner interaction: A case study of the dynamic construction of linguistic expertise

Drawing on positioning and sociocultural theories, this study examines heritage language (HL) and second language (L2) learners’ negotiation of linguistic expertise in mixed interactions. Through a case study of four interactions between the same HL learner and three different L2 classmates, it investigates how learners’ positioning regarding linguistic expertise shifts across interlocutors and time, shaping language learning. Data was collected at four different stages of a 10-week high-intermediate Spanish course, as learners completed four collaborative writing tasks. Posttests, a pretest, and two questionnaires were also administered. The analysis of discursive positioning showed how the HL learner initially enacted the linguistic expert position associated with his heritage status. As experiences accumulated and pre-established conceptions of expertise were contested, the HL learner came to occupy more of a peer position. The sociocultural analysis of language-related episodes confirmed that this shift resulted in more balanced interactions and enhanced opportunities for HL development.

An Investigation of Teaching-Learning Process and Measurement and Evaluation in Elementary English Course Curriculum with the Communicative Language Approach (Teachers’ Views)

This study aimed to determine how teachers use the communicative language approach in the learning-teaching process and measurement-evaluation dimensions while implementing the 2018 Primary English Course (Grades 2-8) Curriculum. Embedded single case study design, one of the qualitative designs, was used in this study. The study group included 14 primary education English language teachers instructing different grades in public schools in Eskişehir, Turkey. Data were collected through semi-structured interviews with teachers and analyzed by content analysis. The findings demonstrated that communicative language approach could not be implemented in the classroom due to physical problems in the teaching-learning process, student reluctance and lack of readiness, teachers' initial failure to analyze the learner goals and styles, the lack of the predominant employment of the target language, partial inclusion of the activities determined by the communicative language approach in the course, preference of grammar instruction, partial utilization of group activities, the lack of using authentic materials, immediate correction of learner mistakes, inability to adopt the communicative language roles such as initialization of communication, providing resources and preference of traditional roles, and inability to measure the four basic language skills due to systemic measurement and evaluation errors.

Teachers’ Practice of Teaching Advanced Speech: The Case of Debre Markos University, Ethiopia

Different studies have disclosed that most university students in Ethiopia lack communicative competence, and hence they cannot communicate effectively in English. This is caused by a number of factors, the major ones having to do with the curriculum, the process of teaching and learning, or the methods used in the assessment. This inquiry was made to look into the practice of teaching the Advanced Speech course. Forty-three students and six teachers were included in the study. Data were collected through in-depth interviews and classroom observation. The data revealed that most of the teachers were assigned to teach the Advanced Speech course against their will. Moreover, the student class size and seating arrangement were not appropriate for spoken courses. Teachers were not creating a conducive environment for the students to use the target language in real-life communication. The teachers’ main role was giving lectures; they were not supervising and guiding the students. Activities used to teach advanced speech were dull and pitched at the wrong level. This implies that teachers’ teaching practices were not effective to improve the students’ skill.

Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support

AbstractToday, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.

Students’ Willingness to Communicate in English in EFL Digital Context:

This study investigates the impact of social media on students' Willingness to Communicate (WTC) in digital contexts in English as a Foreign Language (EFL). WTC is defined as an individual's readiness to communicate verbally or remain silent when given the freedom to choose. This research utilizes a Narrative Inquiry approach to explore the experiences of an Indonesian EFL learner at the University of Islam Malang. Data was collected through in-depth narrative interviews, focusing on the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English communication. Findings reveal that digital interactions significantly enhance the participant's motivation, confidence, and language proficiency. Social media platforms facilitate real-time communication, expose learners to diverse linguistic contexts, and provide opportunities for immersive language practice. This study underscores the importance of integrating digital tools into traditional language education to support self-directed learning and improve students' WTC in English. These insights contribute to the growing research on Informal Digital Learning of English (IDLE) and its role in language acquisition and communication readiness.

The Application of Communicative Language Teaching to Listening and Speaking Teaching in Junior High School

The Application of Communicative Language Teaching to Listening and Speaking Teaching in Junior High School

Breaking through the "Tower of Babel": Exploratory Research on the International Communication Practice of Artificial Intelligence Generating News

With the deepening influence of artificial intelligence on the production mode of news and the increasing application of technological innovation in cross-border communication, this study found that artificial intelligence can solve the communication dilemma of language in cross-cultural communication revealed in the myth of the Tower of Babel through language translation and empathetic communication strategies. The literature review section introduces the basic concepts of cross-cultural empathy communication and the practical application of artificial intelligence-generated news in international communication. Multiple case studies were used in the research method, based on the specific practices of major media outlets including Xinhua News Agency, People's Daily, China Central Television, Associated Press, New York Times, and CBS in the application of intelligent technology. The research results indicate that the application of intelligent technology in the news production process has significantly improved work efficiency and promoted innovation in news production models at three levels: technical logic, media logic, and capital logic. The conclusion drawn from this article is that the deep involvement of generative artificial intelligence technology in the news production process can help build a new production mechanism that balances efficiency and responsibility and promotes the comprehensive improvement of efficiency and quality in cross-cultural communication. Future research will continue to focus on the empirical application of intelligent technology in news production, further optimizing news production models, and providing new perspectives and methods for developing the media industry.

The Evolution and Effectiveness of Communicative Language Teaching: A Comprehensive Literature Review

The Evolution and Effectiveness of Communicative Language Teaching: A Comprehensive Literature Review

Analysis on Community Language Learning

Analysis on Community Language Learning

Effects of Communicative Language Teaching in Grammar Class

Effects of Communicative Language Teaching in Grammar Class

Speech act of claiming among Cameroonian and Chadian French speakers

This article examines the ways in which Cameroonian and Chadian speakers are producing the speech act of claiming. The study focuses on situations in which the speaker occupies the position of claimant. The aim of the study is to describe the main pragmatic variations between the two groups of speakers. The methodological approach is based on variational pragmatics. The results show that the strategies are similar, but there are strong differences in the types of formulations and mitigation strategies. The results indicate that the Cameroonian data presented more indirect realisations of acts than the Chadian data. Participants from both language communities used a variety of markers to modify their claims. External modifications typically included politeness forms, forms of address, apologies, justifications, greetings and thanks. Internal modifications also included modalisers and minimisers.

Early treatment for children with mental health problems and genetic conditions through a parenting intervention (The GAP): study protocol for a pragmatic randomized controlled trial

BackgroundChildren with genetic conditions are at increased risk for mental health and neurodevelopmental problems, often accompanied by significant parental distress. Genetic and family factors can impact children and parents’ mental health. Early parenting interventions, like the Incredible Years® programs, have demonstrated to improve parental distress and children’s mental health. The recent version for young children with language delays or autism spectrum disorder (IY-ASLD®) has shown to be feasible and effective to support parents in their children’s developmental trajectories. The effectiveness of treatments for children with genetic conditions and neurodevelopmental problems is largely unexplored, leaving significant gaps in evidence-based options. Clinicians lack guidance, especially when patients exhibit language or social communication impairments but do not meet diagnostic criteria for a full-blown autism spectrum disorder (ASD). We aim to fill this gap, providing evidence on the feasibility and effectiveness of the IY-ASLD® intervention for such patients.MethodsWe designed a prospective multicenter pragmatic randomized controlled trial including approximately 68 children aged 3 to 7 years, recruited from three tertiary care reference hospitals. Inclusion criteria will necessitate genetic confirmation of a neurodevelopmental disorder along with language, communication, or socialization difficulties. Individuals with an ASD diagnosis will be excluded. All subjects are included in a territorial register for rare conditions (ReMin, Registre de Malalties Minoritàries de Catalunya). Families will randomly be assigned to the intervention or the control group. The intervention will be held online by clinical psychologists and child and adolescent psychiatrists.DiscussionOur group has recently piloted the online implementation of the IY-ASLD® intervention for the first time in Spain, for parents of children with language delays, socialization difficulties, or ASD, but not genetically determined. Our multicenter research consortium is well-positioned to recruit patients with rare conditions and implement efficient treatment pathways within the National Health System. Given the geographical dispersion of families affected by rare conditions, the online format offers logistical advantages and improved therapy access, enhancing homogeneity across all patients. The results of this study will inform clinicians and policymakers about evidence-based treatment options for this vulnerable and overlooked group of young children.Trial registrationClinicalTrials.gov NCT06125093. Date of registration: first submitted 2023–10-23; first posted 2023–11-09. URL of trial registry record.

Gender Differences in Motivated Behavior by Croatian Students of English and German in the Out-of-School Context

Motivation is one of the key variables in second language acquisition. Motivation is also an extremely complex phenomenon that is very difficult to precisely measure due to its multidimensionality. Previous research in the Croatian educational context indicates that the intensity of motivation may depend on the target language being learned (e.g. Karlak 2014; Karlak and Mayer 2021; Karlak and Šimić 2016; Karlak and Mayer 2021; Mihaljević Djigunović and Bagarić 2007), but also that differences in the intensity of motivation exist about gender, favoring higher values among female students compared to male students in various dimensions of motivation (e.g. Karlak and Bagarić Medve 2016; Martinović 2018; Martinović and Sorić 2018). Research also shows that female students of English as a foreign language significantly more often engage in various forms of motivated behavior in the out-of-school context, such as watching television in that language, reading, listening to music, and conversing with various individuals in person (e.g. Karlak and Bagarić Medve 2016; Muñoz 2020). The conducted research aimed to determine and compare whether there are gender differences in the Croatian foreign language learning context regarding the frequency of engaging in various forms of motivated behavior in the out-of-school context, and self-assessment of communicative language competence among students studying English or German, since such research is scarce. The results show that gender differences are more numerous in the English language sample. Findings also indicate that female students, compared to male students, more frequently engage in various forms of motivated behavior in the out-of-school context. However, male students assess their level of communicative language competence higher than female students, and this difference is statistically significant among English students in the area of vocabulary.

Facilitative Processing of Grammatical Gender in Heritage Speakers with Two Gender Systems

Abstract This study investigates facilitative processing of grammatical gender in heritage Spanish speakers whose dominant language is German, using eye-tracking in the Visual World Paradigm. Bilinguals with two gender systems are known to have an integrated mental lexicon with shared gender features that are co-activated during language processing and can result in interference. The present study shows that, despite observed effects of gender congruency with German, heritage speakers were able to use gender information on prenominal articles in Spanish to facilitate lexical retrieval of the target noun. This suggests that processing of gender agreement in the heritage language is resilient to competition from gender in the dominant language during real-time spoken-language comprehension. Moreover, direct comparison with previous results from heritage Spanish speakers in the USA does not show evidence that overall speed of facilitative processing in the heritage language is modulated by the presence or absence of gender in the majority language.