Language Center Research Articles

Deepening Explorations of Racial and Linguistic Representation in Picturebooks through Critical Translingual Literacies

AbstractAmplifying the racial, linguistic, ethnic, and broader sociocultural resources of Black, Latine, and Indigenous communities remains an urgent endeavor during these precarious times in literacy education. In the wake of continued global and U.S. racial reckoning movements and legislation that narrows early literacy curriculum to isolated skills and texts in standardizing English print, foregrounding the linguistic savvy of racialized linguistically diverse communities' experiences becomes imperative. Drawing on data from a 2‐year long teacher and researcher collaborative inquiry and recent scholarship on critical translingual literacies, we feature a linguistically diverse picturebook read‐aloud planning guide designed to support educators' commitments to amplifying the lives, languages, and literacies of Black, Latine, and Indigenous communities. Picturebooks have a long history as a tool for literacy learning, yet the artful and sociopolitical features of these texts are too often sacrificed at the expense of skills‐focused instruction. The practice of “using” picture books solely to teach skills becomes more alarming as picturebooks that feature diverse racial, linguistic, or ethnic communities are “plugged” into scripted curriculum without opportunities for students to respond to the sociocultural and linguistic resources featured. As diverse picturebooks slowly flood our classrooms, guidance regarding the relevant commitments, conditions, collaborations, and classroom practices are needed to ensure that their aesthetic and sociopolitical features are not only considered but deepened. The featured picturebook guide is specifically designed to support teachers as critical picturebook curators who design read‐alouds that build upon the translingual literacies of Black, Latine, and Indigenous communities and affirms the brilliance and beauty of racial, linguistic, and ethnic diversity. This humanizing and liberatory approach to language and literature study resists the replication of singular language forms (standardizing English print) and centers language(s) as system(s) that thrive in the daily lives of real people.

THE EFFECTIVENESS OF USING DUOLINGO IN TEACHING VOCABULARY TO CAMP CLASS AT LANGUAGE CENTER

This study seeks to determine the effectiveness of the Duolingo app as a gamification-based learning tool for teaching vocabulary in order to assist students in improving their English language skills. This study used a quasi-experimental design with a Nonequivalent Control Group Design, which splits the class into two groups: experimental and control. The data was collected by developing vocabulary questions for both pre- and post-tests. The statistical tool from SPSS version 22 was used to analyse the data. The study's findings demonstrate how effective the Duolingo program is in helping students improve their English vocabulary. The independent sample t-test resulted in a Sig. (2-tailed) value of 0.000, which is statistically significant and less than 0.05. Furthermore, the average pre-test score (69.44 before using the Duolingo app) and post-test score (85.83 after using the Duolingo app) increased. This shows that students who were taught using the Duolingo app had different vocabulary mastery outcomes than those who were taught using traditional techniques or without the app. The Duolingo software is significantly more effective in helping students improve their vocabulary. Following the adoption of the Duolingo program, the Language Center noticed an improvement in its pupils' vocabulary.

International English language schools in the Global South(s): a promise for cosmopolitan nationalism within western cultural agendas?

ABSTRACT ‘Cosmopolitan nationalism’ may be employed by international English language schools (IELS) as an ideology to create representations that simultaneously account for local/national agendas and support cosmopolitan understandings and practices. A fundamental factor for IELS’ popularity is their ability to mobilize themselves within students’ and parents’ minds as a means for transcending the national/local to reflect the international, the global and the cosmopolitan. This vision derives its legitimacy from contrasting the local (which implies traditionalism, conformity and conservatism) with secularism, modernity and status-bearing significance sustained by American and/or British culture(s) and the perks of their people. Using email interviews with parents and students of the American Language Center (ALC) in Morocco, this article contributes three main conclusions. First, ‘cosmopolitan nationalism’ may blur the western dominance in postcolonial spheres under the guise of glocality. Second, ‘cosmopolitan nationalism’ should be understood and operationalized as an analytical approach as well as an ideology. This includes, for instance, examining ‘cosmopolitan nationalism’ as an ideology used by international schools to reconcile the agendas of neo-nationalism and cosmopolitanism/globalization. Third, presenting cosmopolitanism and nationalism in binary terms may obfuscate the operation of these ideologies within a complex interweaving of rationales, factors and objectives.

Nonverbal Cues in Teaching Foreign Language for Vietnamese Higher Education Learners

This research focuses on how nonverbal signals affect engagement in university English classrooms in Vietnam. The major obstacles that Vietnamese colleges still need to overcome include large class sizes with plenty of students with different English proficiency levels, inadequate teacher preparation, and outdated teaching methods that lower students' engagement. Qualitative data was gathered via document analysis, student interviews, and classroom observations of two classes comprising 40 non-English major students who come from different regions of Vietnam and their instructors at the Foreign Language Center of Nong Lam University. The results indicate that nonverbal cues significantly improve student comprehension and involvement, fostering a more inclusive and dynamic educational atmosphere. Enhancing non-verbal communication provides Vietnamese instructors with an efficient means to impart English and intercultural communication knowledge. This work adds to the domain of foreign language instruction, specifically the English language, and underscores the significance of non-verbal communication in improving pedagogical approaches.

Indoctrination in the Disguise of Active Citizenship: An Analysis of Political Socialisation Process through Ideological Political Education in the Case of PYD

Purpose: The purpose of this research is to examine the ideological political education process through the concept of political socialization for indicating how the Democratic Union Party (PYD), the Syrian affiliate of the terrorist organisation Kurdistan Workers’ Party (PKK) indoctrinates the PKK ideology to the young people under its administration and how it creates ideological members for the continuation of its regime. Design/Methodolgy: This research is mainly based on the textual analysis. In this regard, the PKK material in English, Western media outlets, pieces of think-tanks and reports of the PYD’s local bodies for the Public Relations and the existing literature over the education under the PYD-controlled areas were analysed. Findings: Findings indicate that the PYD operationalises ideological political education through educational system, teachers, curriculum and textbooks in its language centres, academies, universities, primary and secondary schools to create ideological members who will be loyal to its regime. Findings also demonstrate that this type of political education is closely connected to the approach of Siegel’s (1965) concept of political socialization who perceives it as a process of creating active or well-functioning individuals for the continuation of political systems. Limitations: The fact that the research is mainly based on the textual analysis. Conducting interviews with teachers in the region could have increased the reliability and decreased the limitations of this research. However, the PYD is the Syrian affiliate of the PKK and rightfully both are designated as a terrorist organisations by Türkiye and interacting with these people mean interacting with the elements of terrorism. Originality/Value: Since this research conceptualises the indoctrination or ideological political education process in the context of the political socialization, it contributes to the role of education in the process of political socialization through a new case of the PYD.

Students' Perceptions of Using ChatGPT for Academic Writing in English

This article explores the perceptions of university students on the use of ChatGPT for academic writing in English. Participants (n = 79) are all students on mandatory English-language courses at a university Language Centre in Finland. They are predominantly first-year bachelor’s degree students from various degree programmes in different faculties. Participants’ insights were collected via a survey that was administered to several intact groups during the autumn semester of 2023. The survey collected quantitative and qualitative data which were analysed and discussed in light of students’ developing academic writing skills in English. The study sheds light on students’ specific uses of the AI-driven tool as well as their perceptions of its impact on not only the writing process and product, but also on their own writing skills. The results indicated that students perceived ChatGPT to have above average usability, a finding which was supported and elucidated by students’ free responses concerning ways in which they have used this technology. Conversely, the reasons that some students had not used it included, amongst others, a lack of need, ethical concerns and doubts about its usefulness. Given the continued development and availability of large language models such as ChatGPT, this research has clear implications for all stakeholders in higher education. In particular, by illustrating how students utilise ChatGPT in their academic writing, the study provides university language teachers with the insights needed to ensure that their course outcomes, content and assessments remain reflective of students’ developing knowledge and study practices.

Näkymättömyysviitta ja tuntoisuuskysymys – kielenomistajuus, kehollisuus ja tila kielikeskusopiskelijoiden kertomina

This article examines university students’ experiences with the embodied and spatial aspects of language learning and use, along with the concept of language ownership. Bridging sociolinguistics, cognitive science, and the phenomenology of embodiment, the study is based on 11 thematic interviews with students who have taken at least one language course at a Finnish university language center. Our data illustrates how language users describe their bodily and spatial language experiences. We also demonstrate that language ownership, akin to grounded cognition, exists at the intersection of sensory perception, the external body as the object of perception, and the material and social environment. This research enriches the discussion on language learning environments and practices in higher education, while providing an interdisciplinary perspective on sociolinguistic concepts.

The supportive nature of Classroom Codeswitching functions in a Mexican EFL higher education language center: Does Codeswitching remain inadequately misunderstood?

Classroom codeswitching continues to be a debatable topic in current education practice as some teachers believe that the alternate codes of two languages in the classroom can conflictive as others view it as positive. Currently, in multilingual societies of the 21st century, codeswitching (CS) is an everyday occurrence where both teachers and learners’ resort to their L1 in order to achieve a specific communicative purpose. From an interactional point of view, this case study deriving from my PhD work, examines how EFL university students are using CS functions for diverse classroom purposes such as equivalence, reiteration, and socializing in a predominantly “only in English” context. Specifically, observation sessions were carried out as these depictions demonstrated what was taking place in the classroom. Field notes are used to triangulate data; therefore, a more in-depth and solid analysis is brought forth as to how these resources are used. Consequently, classroom data was analyzed using an applied CA approach as it yields an explanation of the practices at hand that enable the participants of a conversation to negotiate meaning. Findings support Macaro´s (2014) argument that for CS discourse to be authenticated, it has to be accepted by both parties (teachers and students) in the classroom context. Meaning that CS is utilized for the purpose of learning as well as communication if and only if the participants in the discourse agree that the interaction involving CS is appropriate for the purpose it was intended. This classroom data evidences whether the L1 should be present is a matter, which needs reasoned discussion among policy makers and specifically educators to fully understand the supportive nature of CS in the language classroom. Key words: Code-switching, only in English, code- switching functions, Conversation Analysis Approach, English as a foreign language

An Examination and Analysis of Theoretical Models of Learning Disturbance and Coping Strategies of Vietnamese Chinese Language Centers

An Examination and Analysis of Theoretical Models of Learning Disturbance and Coping Strategies of Vietnamese Chinese Language Centers

Promoting Language Learning and Social Inclusion in British and Irish Language Centres

As part of an integrated approach to promoting quality education, diverse linguistic and cultural backgrounds as well as inclusive modalities must be considered as key indicators and be incorporated into educational programs (Council of Europe, 2020). This paper investigates how British and Irish University Language Centres present their services, facilities, and language courses to university students and the community in general. The main focus of this study is to understand which factors University Language Centres are emphasizing to foster “inward” and “outward” inclusive education for an effective participation in society. For this purpose, the content and language of a corpus of University Language Centre websites are examined in order to understand how universities are working towards a more multilingual, inclusive, and integrated community. In particular, the data collected refer to specific issues which signal the openness of the centres to welcome diversity and provide learners with the skills and tools to enter a new and more respectful world. As part of the study, we explore the way facilities for students with learning differences and sign language courses are signposted in the context of a broader integration (Heslinga & Nevenglosky, 2012).

The Effectiveness Of A Proposed Educational Unit Based On The Comprehensive Language Approach In Developing Reading Skills Among Foreign Learners At The Intermediate Level/ فاعلية وحدة تعليمية مقترحة قائمة على المدخل الكلي للغة في تنمية مهارة القراءة لدى الدارسين الأجانب في المستوى المتوسط

This study aimed to determine the effectiveness of a proposed educational unit in light of the Whole Language approach in developing some Arabic language arts skills among foreign learners at the intermediate level. To achieve this goal, the researcher built research tools consisting of indicators of necessary Arabic language arts skills for foreign learners at the intermediate level. Method: a pre-and post-test will be used to develop appropriate Arabic language arts skills among foreign learners at the intermediate level. The study sample consisted of thirty male and female students from the preparatory year program at the Language Center of the Faculty of Languages and Communication at Sultan Zainal Abidin University, Kuala Terengganu, Malaysia. The researcher adopted the descriptive and quasi-experimental method when applying the study tools. After experimenting with the study tools and analyzing the results (data) of the pre-and post-applications statistically using statistical packages system of social sciences to calculate percentages, relative weight, and standard deviation, the study reached results, the most important of which are: (1) The effectiveness of the proposed educational unit built in the light of whole approach in developing Arabic language arts skills as a whole. (2) The effectiveness of the proposed educational unit is built in the light of the whole approach to developing language skills in each skill area separately. According to its results, the study also suggested some recommendations and proposals, the most important of which are: (1) The need to adopt the Whole language approach in developing the reading skills of Arabic language learners, whether native or non-native speakers. (2) The importance of sensitizing Arabic language teachers to the importance of this approach and providing training to familiarize them with the application of this approach. (3) This approach is used in teaching other language skills because it positively impacts the teaching of the Arabic language.

AI in the L2 Classroom: Serving Language Educators through Professional Development

The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. While educators have praised AI’s ability to serve as a conversation partner, generate novel ideas for lesson plans, and offer tailored feedback, many instructors and scholars have voiced concerns related to AI’s biases and its impact on student learning and academic integrity. Responding to a need for further training and dialogue about AI, members of the Davis Language Center organized a professional development event in which instructors, students, and instructional technologists shared their perspectives and strategies for AI-mediated language education. The event also included guided practice on using these tools for pedagogical purposes, including writing effective prompts, interacting with AI tools, and engaging in an iterative, reflective process. Through our planning process, we discovered that balancing scheduled asynchronous tasks with focused synchronous check-ins was crucial for ensuring accountability, clear communication, and timely progress, ultimately helping us coordinate and achieve our event planning goals effectively. We report on insights from organizing and participating in the event, highlighting several advantages of using AI in language education, critical issues, and questions for further inquiry. Leveraging lessons learned at this event, we offer suggestions for coordinating trainings about AI-enhanced language education.

Abstract A144: Insight into cervical cancer screening and HPV self-sampling among Vietnamese immigrants in Southern California

Abstract Background: Screening can effectively identify precancerous lesions for early treatment to prevent cervical cancer. However, only 69% of Vietnamese immigrants in the U.S. reported screening in the past 3 years compared to 84% of non-Hispanic White women. Human papillomavirus (HPV) self-sampling is a novel cervical cancer screening approach that does not require women to visit healthcare providers and has been shown to increase screening uptake in several minority populations. Understanding the attitudes towards cervical cancer screening, including HPV self-sampling, among Vietnamese immigrants could inform strategies to improve their screening rates. Methods: We conducted two online semi-structured focus groups with a total of nine Vietnam-born women aged 50-65 living in Southern California, which has the largest Vietnamese community outside of Vietnam, to understand their awareness of, attitudes towards, and experiences with cervical cancer screening. Participants also watched two short videos on two cervical cancer screening methods (Papanicolaou "Pap" test and HPV self-sampling) and shared their thoughts on each method. Each focus group was recorded, transcribed, translated into English, and coded and analyzed using NVivo 14. Results: Three main themes emerged from the focus groups. First, participants showed a strong acceptance of cervical cancer screening despite poor knowledge of the disease and its prevention as well as logistic and psychosocial barriers associated with visiting healthcare providers for screening. Second, participants found HPV self-sampling to be highly acceptable, mentioning advantages like its convenience and the lack of embarrassment compared to visiting healthcare providers. However, there were some concerns regarding the mailing of the self-collected samples and the cost of the test. Third, participants described circumstances that may be immigrant-specific, such as a shift from making gynecologic appointments themselves in Vietnam to relying on family doctors as gatekeepers for such appointments in the U.S., a strong preference for Vietnamese- speaking providers, and the use of English as a Second Language (ESL) centers, community organizations, radio stations, and newspapers targeting Vietnamese communities to obtain healthcare information. Conclusions: HPV self-sampling has the potential to improve cervical cancer screening uptake in Vietnamese immigrants since it can overcome barriers associated with visiting healthcare providers for a Pap test. Education campaigns are needed to increase awareness of cervical cancer screening and address concerns related to HPV self-sampling. Engagement with healthcare providers, organizations, and media channels that serve Vietnamese communities may be effective since Vietnamese immigrants often receive health-related information from these sources. It is necessary to explore the perceptions of younger immigrants and U.S.-born Vietnamese women to inform efforts that can improve screening uptake in all Vietnamese women; focus groups and interviews of these women are underway. Citation Format: Minh T. Phung, Ivy Nguyen, Bethany Nguyen, Hailey Nguyen, Becky Nguyen, Dung Hua, Celeste L. Pearce, Alice W. Lee. Insight into cervical cancer screening and HPV self-sampling among Vietnamese immigrants in Southern California [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr A144.

Motivation and English Language Learning: Students’ Perspectives

This study investigates university students’ motivation for learning English language in the Kurdistan region of Iraq. The region is a foreign language learning context because English language learners almost entirely learn the language inside the classroom and without regular exposure to the English language outside. Besides English language centers, English Department in private universities is one of the most wanted departments in the region. However, we do not know students’ motivation for their choice. Therefore, a questionnaire was administered to 106 students from English department in a private university with the intention to obtain knowledge about their motivation for learning the English language and more specifically whether it is integrative and/or instrumental motivation. The study found that the level of students’ integrative motivation was different from instrumental motivation. This finding can be used by educators and university lecturers to embed motivation constructs in their teaching practices to keep the students motivated throughout their college years and have the desired outcome in the end.

Motivation for Learning Chinese as a Second Language: A Case Study of Students at Thu Dau Mot University

This study investigated the motivation of Chinese language learners by surveying over 138 students from various majors who are studying Chinese as a foreign language at the Foreign Language Center of Thu Dau Mot University. The results showed that students have a relatively positive learning motivation. In terms of the relationship between achievement and learning motivation, the motivation to fulfil the university's foreign language requirements accounted for the highest proportion (81.7%). This was followed by the motivation to find a job easily (66.7%), as they believe this is an essential condition that determines the material results of their work after graduation. The motivation to have the opportunity to advance in their careers later on is also relatively high (accounting for 62.7%). The motivation to learn Chinese to listen to music, watch movies in Chinese, the motivation to learn because of interest in Chinese music and cinema (49.2%), and a liking for Chinese history and culture (33.3%) are factors that affect students’ academic performance.

Influential Psycholinguistic Factors in the Development of Linguistic Competence in English as a Foreign Language

This study investigated the influence of cognitive and metacognitive psycholinguistic factors on English linguistic competence among university students enrolled in a Language Center at a national university in Peru. The sample consisted of 153 students selected through convenience non-probabilistic sampling from a pre-intermediate level. A virtual form instrument was designed for data collection, which was validated through factorial analysis, showing a good model fit with two factors and good internal consistency. This study employed multiple linear regression (MLR) as the statistical method to investigate the relationship between psychosocial factors and linguistic competence. The results showed high statistical significance in the global model test, suggesting that the analyzed factors explain 21.8% of the variability in linguistic competence. The analysis of effect sizes, with ε² values of 0.161 and 0.023 for cognitive and metacognitive factors, respectively, supports the stronger influence of cognitive factors on linguistic competence. This study highlights the importance of considering psycholinguistic factors in developing linguistic competence and provides a basis for further research.

Investment in Learning English as an Additional Language

Learning additional languages is an experience and a process influenced by numerous aspects. This article presents a qualitative case study focused on the aspects influencing the investment of seven learners of English as an additional language, all of whom are pre-service teachers pursuing bachelor’s degrees in English education. The data under consideration is part of a larger intervention-based action research study that explored the language learning experiences of twenty pre-service teachers enrolled in a teacher preparation program at a public university in Colombia. The study is grounded in Darvinand Norton’s (2015) concept of investment and highlights the significance of communities of practice (Wenger, 2011). We analyzed open-ended interviews using Saldaña’s (2016) coding framework. The findings suggested that the investment of additional language learners can be influenced by their teachers’ pedagogical practices, the learning communities created by teachers, and the learners’ own imagined selves or identities. We discussed the implications of these findings for language teachers, language centers or institutes, and teacher education programs.

The effectiveness of using visual communication in teaching vocabulary to non-English majors students at the Foreign Languages Center of Nguyen Tat Thanh University

Due to the essence of English vocabulary learning and its challenges, teachers tend to be in search of effective pedagogical techniques. The current case study aims to explore the usefulness of visual media in teaching vocabulary at Nguyen Tat Thanh University. A total of 240 non-English majors completed an online survey to express their opinions on using visual media in vocabulary class. Findings revealed the benefits, such as interesting learning conditions, stronger word memorization, improved learning strategies, high contexts for word practice, and convenient word meaning presentation. The perceived reasons were interesting, memorable content, different kinds of visualizations, interactive and extensive exercises, and the use of many senses. The results have a few applications to EFL vocabulary teaching and learning at the university. This study could make contributions to future studies as its findings delineated that visual media adapted from the coursebook can facilitate students’ vocabulary learning and foster their learning motivation. ® 2024 Journal of Science and Technology - NTTU

TEACHER'S EXPERIENCE IN TEACHING ENGLISH TOWARDS DEAF STUDENTS

This study examines the experiences and strategies of a teacher specialized in English instruction for deaf students at special need school in Medan North Sumatera Indonesia. Since 2017 the teacher has navigated significant challenges, including communication barriers and emotional strain, by integrating sign language (SIBI and Bisindo) into daily interactions and instructional methods. Initial self-learning of sign language, followed by formal training from the North Sumatera Language Center, highlights the critical role of effective communication in enhancing educational outcomes for deaf students. The teacher’s adaptive strategies include simplifying lesson content, employing visual aids, and incorporating sign language into English instruction. Innovative methods such as “English day” in morning assemblies underscore the teacher’s commitment to engaging students despite their disabilities. However, obstacles persist, including limited vocabulary, the complexities of teaching a foreign language to students struggling with their narrative language, and systematic issues like lack of resources and societal skepticism. Emotional management and building trust with students are central to the teacher’s approach, demonstrating a holistic commitment to their emotional and academic development. The teacher’s resilience and empathy, supported by the school’s flexible approach, have fostered positive student engagement and progress.

Chinese in the Kuwaiti linguistic market: language policy and political economy

ABSTRACT As China is building closer economic and geopolitical relations with oil-rich Arabian Gulf Cooperation Council countries, enthusiasm for learning and teaching Chinese is surging in the region. In Kuwait, whereas Chinese as a foreign language (CFL) education is emerging, research into this topical domain remains scarce, particularly on issues such as (1) how, beside English and Arabic, Chinese is construed as a means of employability and socio-economic mobility, and (2) what competencies and skills are thought to be essential. The present study adopted an exploratory qualitative design, collecting and analyzing document data from mainstream Kuwaiti media and narrative data through oral interviews and written surveys from 19 administrators in the foreign language centre at a Kuwaiti university. Results demonstrated that the rise of CFL education is strongly influenced by the bilateral economic cooperation between China and Kuwait. According to the participants, Kuwaiti learners invest in learning Chinese mainly based on their hopes to obtain economic benefit in the domestic job market. Administrators also exhibited limited knowledge of CFL education policies. These results provide insights for education policymakers, language instructors, and other stakeholders involved in CFL education in Kuwait. Implications and future research directions are also discussed.