Language Competence Research Articles

An inconvenient truth: When ideologies of multilingualism lead to auto‐inflicted epistemic exclusion by multilingual students in higher education

AbstractIn this article, we juxtapose two international contexts of higher education to critically examine both the situated complexity of (restrictive) ideologies of multilingualism and the ways such ideologies inform multilingual students’ choices of language use that contribute to their own epistemic exclusion in Canada and Germany. A content analysis of data from interviews and written reflections on language choice illustrates that the ideologies of (1) devaluation of partial repertoires, (2) maximalist view of language competences, (3) neoliberal multilingualism, and (4) native‐speakerism‐in‐multilingualism are enacted and reproduced by students themselves in both contexts, leading to auto‐inflicted epistemic exclusion. The findings reveal not only the pervasiveness of monolingualism within multilingualism and higher education, but also the hierarchization of languages and their (imagined) speakers, from which we conclude that not all forms of individual multilingualism are valued, despite increasing celebration of diversity in global higher education.

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

Listening comprehension in a home language: a case of Russian in Germany.

Listening comprehension is central to language learning, yet it remains the least understood and least researched skill. This statement is still relevant today, as there is insufficient research to explore listening comprehension from the perspective of family-related multilingualism and to consider the complete linguistic repertoire of multilingual speakers. Moreover, with regard to home language, listening comprehension is assumed to be a more developed language competence than reading or writing. Based on the mentioned research, the aim of the present study is to investigate listening comprehension and its influencing factors specifically in German-Russian simultaneous bilinguals aged 13-19 (n = 99) by considering the home- and majority language. The study uses quantitative data collection methods such as linguistic tests in Russian and German for the elicitation in different levels of listening and questionnaires for strategy use and background. The research questions are as follows: What does the language proficiency and input in Russian look like? (1) Regarding listening comprehension in Russian as a home language, are there differences between the speakers within comprehension on different levels, e.g., is sound decoding easier than sentence parsing? (2) If there are differences in Russian as a home language, which linguistic and background variables can correlate with the performance of listening comprehension on its different levels? Concerning the first research question, the results show relevant differences between four different levels of listening comprehension (phoneme, word, sentence, and text level), which strengthened the assumed complexity of listening comprehension in the home language. In addition, the results show different connections between the listening comprehension competence and the input from different family members, as well as exposure to film and television in the home and majority language.

Modern technologies and subject content of a foreign language course for future media specialists

Importance. The subject-language integrated approach is relatively new in the field of foreign language teaching methods. It pursues a dual goal related to the formation of professional communication skills in a foreign language (the formation of communicative and professional competencies). The application of the subject-language integrated approach faces several challenges related to both teachers and students. Firstly, the level of training of students should correspond to the B1B2 level. Secondly, the level of teacher training should combine the foreign language teaching with the specialized content teaching. The potential of the subject-language integrated approach in teaching foreign languages has already been applied and evaluated in the future doctors training, lawyers, and agricultural specialists.Research Methods. The subject-language integrated approach can be incorporated into the language training for future professionals in the media sphere (areas of training “Journalism”, “Advertising and Public Relations”, “Media Communications”). The professional component of the course is related not only to the thematic content of the classes, but also to the possibility of using modern technologies (for example, the artificial intelligence capabilities, virtual and augmented reality technologies) in the media products development within the framework of the training course with their subsequent discussion in the language being studied.Research Results. The subject-language integrated approach has obvious potential in the language training of future media specialists (areas of study “Journalism”, “Advertising and Public Relations”, “Media Communications”). The specialized subject content of the course, as well as the technologies and tools used in the practice of media specialists in the media products and advertising products development, along with language competencies, allow the formation of professional competencies.Conclusions. The aim of the research is to further investigate the potential of an integrated approach to the training of future media professionals. Of particular interest to the study is the identification of specific speech skills required for effective foreign language communication in the speech interaction professional sphere.

Development of phonetic skills of students in teaching English in a non-linguistic university

Importance. The topicality of teaching students the right pronunciation is explained by the fact that phonetic aspect is one of the components of the language competence. The problem of necessity of forming a phonetic competence of students studying a foreign language at a non-linguistic institution is considered. The aim of the study is to consider the difficulties of developing students’ phonetic skills when teaching English in a non-linguistic university, as well as the suggestion of measures to eliminate these difficulties.Materials and Methods. Within the framework of the research, referring to modern scientific sources on the problem posed, the basic difficulties have been revealed, the material related to measures on solving the difficulties of students in the development of pronunciation skills has been systematized and generalized, various measures to eliminate errors and improve pronunciation skills have been proposed.Results and Discussion. The examples of traditional phonetic exercises of varying complexity, as well as innovative ones, the use of which is supposed to improve the pronunciation skills of students, are considered; methods for assessing phonetic skills have been defined.Conclusion. Forming of phonetic competence is an important component of the general language competence of students. By means of a variety of teaching materials, active practice and creating a suitable environment, students can improve their phonetic skills and achieve a higher level of English proficiency. The practical application of the results of the research can be used in teaching English at a non-linguistic university.

Exploring the effectiveness of the Pragmatic Intervention Programme (PICP) with children with autism spectrum disorder and developmental language disorder: A non-randomised controlled trial.

Children diagnosed with autism spectrum disorder (ASD) and developmental language disorder (DLD) often have difficulties using language in social contexts. An intervention programme for preschool-age children with pragmatic difficulties, called Pragmatic Intervention Programme (PICP), showed positive effects for these children. However, it was important to confirm these effects with a larger group and analyse them separately for each condition. In this study, the effectiveness of the PICP was analysed in preschool-age children with ASD or DLD with difficulties in using language in social contexts. The study was carried out with 36 children. Twenty-two were allocated to an experimental group to receive the PICP-based intervention first, and 14 children were assigned to a control group (waiting list). Each child attended 24 PICP-based intervention sessions provided by a speech and language therapist. Progress was measured using a Goal Attainment Scale (GAS) and other language assessment instruments. The results showed that all children in the experimental group made significant progress in their language competencies, compared to the control group after the intervention. This study confirms that the PICP is effective in improving language competencies in preschool-age children with ASD and DLD with difficulties in using language for social purposes, regardless of their condition. These results emphasise the importance of tailored interventions for these children and point to areas for further research.

Implications of Constraints on the Language of Emerging Aided Communicators and Intervention Decisions: A Tutorial

This tutorial offers speech-language pathologists (SLPs) an opportunity to consider the theoretical constructs of language acquisition theory and the multifactorial determinants that can impinge on the language acquisition process for children with complex communication needs. The system of constraints observed through the lens of optimality theory is discussed alongside intrinsic and extrinsic barriers associated with children who acquire their first language simultaneous to their introduction to aided augmentative and alternative communication (AAC) systems. This examination calls into question whether the language competence of emerging aided communicators may be masked by their ability to produce language that accurately represents their understanding of their native language. Specific to this question is whether vocabularies available to emerging aided communicators, opportunities to access aided language models, and intervention decisions made by SLPs may be implicated in the language acquisition and development process. Suggestions for clinical practice are offered as a means of mitigating adverse outcomes related to extrinsic constraints.

Language practices of Emilian and Esperanto communities: spaces of use, explicit language attitudes and self-reported competence

ABSTRACT This paper provides a comparative analysis of the language practices maintained by speakers of two minoritised languages: Emilian and Esperanto. Esperanto is seemingly maintaining itself more successfully than Emilian and can therefore serve as an insightful point of comparison. The aim of this study is to quantify spaces of language use and attitudes towards each language to investigate the following: (i) spaces of language use and (ii) explicit language attitudes in the two communities, and (iii) the relationship between spaces, language attitudes and self-reported competence. We administered an online sociolinguistic questionnaire over the summer of 2020, collecting 468 responses for Emilian and 154 for Esperanto. Results from Bayesian linear models suggest that the relationship between language attitudes and competence is modulated by spaces of use: at lower proportions of spaces of use, language attitudes are more positively correlated with language competence, while at higher proportions of spaces of use, the relationship between attitude and competence is reduced. Although Emilian is maintained in fewer spaces than Esperanto, we observe that it is still used in local spaces. We propose that creating spaces for users of minoritised languages like Emilian could engender higher levels of language competence and hence language maintenance.

Sharing Stories Versus Explaining Facts: Comparing African American Children's Microstructure Performance Across Fictional Narrative, Informational, and Procedural Discourse.

Both fictional oral narrative and expository oral discourse skills are critical language competencies that support children's academic success. Few studies, however, have examined African American children's microstructure performance across these genres. To address this gap in the literature, the study compared African American children's microstructure productivity and complexity across three discourse contexts: fictional narratives, informational discourse, and procedural discourse. The study also examined whether there were age-related differences in microstructure performance by discourse type. Participants were 130 typically developing African American children, aged 59-95 months old, enrolled in kindergarten through second grades in a Midwestern U.S. public school district. Wordless children's books were used to elicit fictional narratives, informational, and procedural discourse. Indicators of microstructure performance included measures of productivity (i.e., number of total words and number of different words) and complexity (i.e., mean length of communication unit and complex syntax rate). The effects of genre and age on microstructure performance were assessed using linear mixed-effects regression models. Children produced longer discourse and used a greater diversity of words for their fictional stories compared to their informational or procedural discourse. Grammatical complexity was greater for fictional narratives and procedural discourse than informational discourse. Results showed greater productivity and complexity among older children compared to younger children, particularly for fictional and informational discourse. African American children exhibit variation in their microstructure performance by discourse context and age. Understanding this variation is key to providing African American children with support to maximize their oral language competencies.

Multiliteracies for multilingual learners: the MultiSemiotic Architecture Framework

ABSTRACT Creativity in the classroom should inspire teaching and learning that maximizes the students’ abilities and language competency. Humanity in education is based on respect, dignity, transparency, and compassion. It should be the foundation for the classroom environment before implementing any framework. Offering compassion for all learners is a strength. This conceptual paper invites educators to consider bilingual and multilingual learners’ literacies by proposing a new framework for moving culture forward in the classroom, the ‘MultiSemiotic Architecture Framework.’ I explore the tenets of the framework which are critical literacy, multiliteracies, transmultiliteracies sustaining pedagogy, new literacies, and translanguaging that facilitate justice in the classroom using semiotics. This framework aims to empower teachers, parents, communities, and schools with alternate approaches to consider their students’ literacy assets and cultural interests through a lens of opportunity. This framework has been tested with in service teachers, and a concrete example is provided that shows how the constructs in the framework could be applied in a lesson.

Beyond Legislative Intent

Abstract There is a widely held view that legislative intention determines the meaning of a statute. The focus of this article is meaning in the sense of full linguistic content, which may not be the same as legal content. Linguistic intentionalism appears to have its greatest appeal when a statute has a partly implied linguistic meaning. It seems natural to suppose that the part of the meaning that is implied by the explicit wording in the statute is determined by an intention of the legislature—roughly, what the legislature intended to imply. The purpose of this article is to present some new reasons to doubt linguistic intentionalism and to offer an alternative for a particular kind of implied statutory meaning that some philosophers of language call implicitures. Rather than legislative intention, the meaning of implicitures is metaphysically determined by intention-free pragmatic linguistic norms, the grasp of which is part of the language competence of ordinary law subjects. The use of these norms, in combination with certain facts about background social practices and other conventions, generates implicitures that may be inconsistent with actual communicative intentions. These intention-free pragmatic norms, and the implicitures they generate, are explanatorily prior to the fact—if there is such a fact—of what impliciture it is reasonable to infer that the enacting legislature (or the legislators collectively) intended. Reference to legislative linguistic intention (actual or reasonably imputed) is thus explanatorily inert.

Is There a Domain of Linguistic Competence AI Cannot Grasp?

Abstract Linguistic competence is, among other things, the cognitive ability of using words appropriately. Following this notion, being a competent language user cannot be merely simulated because pretending to use words appropriately already is using words appropriately. Since current AI already can use words appropriately it may be that AI already has linguistic competence instead of merely simulating it. However, in this article I argue that there is at least one domain of linguistic competence that can be simulated: grasping lexical effects. Since grasping lexical effects presupposes an ability which AI lacks, namely feeling emotions, I argue that AI can only grasp the cognitive part of words but not their lexical effects. AI can only simulate to grasp lexical effects. Hence, lexical effects are a domain of linguistic competence AI cannot grasp.

Speaking Competence of Grade 11 Students in using English as Second Language

English language is accepted as the universal language. This makes speaking competence in the English language a requisite to almost all professions. Speaking competence in the second language is one of the areas needing improvement amongst senior high school students in the Philippines. This study aimed to investigate the influence of some personal factors, speaking anxiety and linguistic competence to student’s speaking competence in the second language. The Second Language Classroom Anxiety Scale was used to measure student’s anxiety towards the use of English as a second language. Job interview simulation is also used involving selected Grade 11 students. Results showed that majority of the students are specialized in non-STEM strand whose parents are not college degree holders. These students demonstrated an average level of speaking anxiety reflecting the tendency to show low self- confidence when asked to speak using the English language yet unprepared for the conversation. Same students also showed remarkably low levels of linguistic competence in terms of grammar, comprehension, and vocabulary. Further analysis showed that linguistic competence significantly influenced student’s speaking competence in the job interview. Findings were used as bases for the development of an intervention program.

Examining Teacher Feedback, Perceived Competencies, Interests, and Achievement in Fourth-Grade Students in Portugal

In a social cognitive framework, teacher feedback is a relational influence that is particularly significant in shaping learners’ vocational self-concept during childhood—a critical stage for career development. This study examines the relationships among perceived teacher feedback, children’s competence perceptions, interests, and achievement in two core curriculum subjects: native language (Portuguese) and mathematics. The sample comprises 409 fourth-grade students (51% male), aged between 9 and 13 years, who completed self-report questionnaires. Structural equation modeling analysis revealed that positive feedback in reading and mathematics is significantly associated with children’s perceived competencies in Portuguese language and mathematics, respectively. Furthermore, perceived competencies accounted for the indirect effects of feedback on both interests and grades. Conversely, negative feedback had a detrimental effect on all variables. Implications, limitations, and future directions for children’s career development will be discussed.

Guessing Meaning Strategies and Arabic Reading Comprehension Ability Among Chinese College Students

Guessing word meanings is vital for acquiring deep reading and adequate text comprehension, as the study implies that the cross-sectional approach quantitatively assesses the effect of guessing meaning strategies on Chinese university Arabic students' reading performance. There was significant evidence of the perfect relationship between the mastery of the guessing meaning strategy and the improvement of reading comprehension scores presented through the analysis of Chinese universities' data (r = 0.306, p < 0.01). It shows the vital importance of these approaches in raising reading skills. Students are well-positioned to carry out word investigation in terms of the etymology or roots of words, whether they are antonyms, synonyms, or synonymous phrases that help them deduce the meanings of words they are not familiar with and find out the meanings or explanations systematically in their reading. Guessing meaning strategies should be used in the Arabic language teaching curriculum in China to ensure that Arabic instructors can make learning enjoyable, thus value learning and acquiring language competencies. Additionally, different language contexts should be examined by future research to know the educational benefits and implications of these strategies.

L2 SELF-CONFIDENCE: AN EXAMINATION OF INDONESIAN UNIVERSITY STUDENTS IN VARIOUS ENGLISH FOR SPECIFIC PURPOSES CLASSES

The study aims to investigate second/foreign language (L2) confidence of English for Specific Purposes (ESP) learners. It employed a survey method. It involved 213 ESP learners from five different departments. Using descriptive statistics on SPSS, the study found a low-moderate level of L2 self-confidence among the participants. They reported interest in engaging in speaking activities in ESP classes. Nonetheless, they reported low L2 self-confidence regarding giving opinions and leading discussions in English and a low perception of their language competence in general. This low level of confidence could be attributed to the nature of ESP classes, which necessitate learners to study discipline-related vocabulary and language expressions, as well as several general aspects of L2 learning, such as pronunciation and grammar. Implications include encouraging ESP teachers to conduct more small-group-scale activities. That is to boost learners' confidence, increase learner-talk, and provide a safe environment for less confident learners to engage in the activities. This study contributes to the understanding of Indonesian ESP learners' self-confidence, and this could inform future studies involving ESP learners in Indonesia. Future quantitative studies on L2 confidence could use more representative samples. It is also strategic to conduct a mixed-methods study involving ESP teachers to allow triangulation.

Linguacultural Failures in the Use of Professional Vocabulary in Academic Studies at Non-Linguistic Departments

The urgency of creating and maintaining the environment of foreign language communication in the university community with the reduction of "contact" types of work on foreign language in the curricula for non-linguistic specialties requires the use of modern approaches and technologies, as well as interdisciplinary solutions in training for the formation and improvement of foreign language competence of future professionals. The article reveals the peculiarities of perception and use of professional vocabulary in English, analyzes typical lingua cultural errors according to the results of testing of 257 students, on the example of the discipline Foreign Language for Customs Specialists.

Policy and Practice of Listening in Secondary English Education: A Critical Reflection from Bangladesh

The current National Curriculum 2012 of English (VI- X) in Bangladesh incorporates both listening and speaking skills for its English education. Textbooks have also been designed in accordance with the policy which is set by the National Curriculum and Textbook Broad (NCTB). The English textbook, titled English for Today (EfT), was designed in alignment with the current National Curriculum for English (VI-X) for students in grades 6 through 10. The target of the EfT is to achieve students’ competency in integrated four skills of English language: listening, speaking, reading, and writing. However, although the listening module is now in policy and classroom practice, it is neither assessed in school or in public exams at the secondary level (Kabir, 2020). This study explores the perceptions of policy and practice of listening in secondary English education in Bangladesh. This study may be significant as little research has been done in Bangladesh on listening skill and its significance for language competence, let alone on the teaching of listening in connection to language learning. This qualitative study is based on in-depth interview data collected in 2019. The interviews included pertinent participants of policymakers and secondary English teachers. The findings indicated that there was a disconnect in curriculum, classroom practice and assessment in secondary English education.

Implementasi Kegiatan Pembelajaran Bahasa Arab Pada Boarding School SMA Muhammadiyah 2 Sidoarjo

This research discusses the implementation of Arabic language learning using the boarding school system at SMA Muhammadiyah Sidoarjo, which discusses learning planning, namely an Arabic learning plan including activities to develop learning objectives and planning the flow of lessons for learning Arabic, implementation of learning, namely learning plans. that have been developed, as well as a continuous process of teaching and learning activities that focus on school activities to achieve educational goals, learning evaluation is one of the important stage activities that educators must carry out to determine the effectiveness and efficiency of learning. In the Arabic language learning planning at Muhammadiyah Sidoarjo High School, currently there is a learning curriculum, learning tools and an Arabic language competency skills upgrading program implemented for teachers and students. In the learning implementation there is formal and non-formal learning. Evening diniyah formal learning. Meanwhile, non-formal learning takes the form of giving mufrodat, muhadoroh, and language drama. In learning evaluation there are 3 assessment components, namely daily assessment, daily test assessment and final pre-school assessment which are test and non-test based.

ANALYSING THE IMPLEMENTATION AND ACHIEVEMENT OF THE NATIONAL LANGUAGE SYLLABUS IN TAMIL PRIMARY SCHOOLS: A CASE STUDY OF UPSR RESULTS AND PROFICIENCY GAPS

The difficulties of using the National Language (NL) curriculum in Tamil primary schools in Malaysia are discussed in this paper. Although Tamil primary school pupils struggle with NL competence, hurting their secondary school preparation, the Malaysian educational system requires mastery of Bahasa Melayu, the National Language. The research uses 2019 UPSR data to examine the NL success levels in comprehension and writing among Tamil school children. Focusing on a sample of Tamil pupils, the approach used a quantitative study of test results from national-type schools. Data were gathered using UPSR Comprehension and Writing papers. The results showed a notable difference in NL proficiency as only 40.11% of pupils attained an acceptable level in both examinations. Important debates focused on the absence of NL exposure in everyday life and the effect of mother tongue interference as main contributing elements. According to the report, standardising the NL curriculum and enhancing it across the institutions would assist to reduce these disparities. This study highlights the necessity of strategic changes to promote Tamil primary school pupils' language competency, therefore guaranteeing better preparation for secondary education.