Languages Other Than English Research Articles

Gender differences in modifiable dementia risk factors in monolingual and bilingual Australian adults.

Gender and bilingualism are reported to influence the risk of dementia. This study examined the prevalence of self-reported modifiable dementia risk factors by gender in two samples: one that speaks at least one language other than English (LoE) and one that speaks only English. A descriptive cross-sectional study was conducted on a sample of Australian residents aged 50 years or over (n = 4339). Participant characteristics and dementia risk behaviours were inspected using descriptive statistics in data collected via online surveys between October 2020 and November 2021. In both samples, men had a higher rate than women of being overweight and were classified more frequently as being at risk of dementia due to alcohol consumption, lower cognitive activity, and non-adherence to the Mediterranean-style diet. Men reported better management of their cardiometabolic health than women across both groups. Non-significant trends showed men were more often smokers but more physically active than women in the LoE group, and less often smokers but less physically active than women in the English-only group. This study found men and women reported similar patterns of dementia risk behaviours regardless of LoE or English-only status. SO WHAT?: Gender differences in risk behaviours prevail regardless of language-speaking status. The results can be used to guide future research aiming to understand and reduce modifiable dementia risk in Australia and beyond.

Abstracts for a wider audience: promoting linguistic diversity in JBI Evidence Synthesis.

Abstracts for a wider audience: promoting linguistic diversity in JBI Evidence Synthesis.

Resident Communication With Patients and Families Preferring Languages Other Than English

Patients and families preferring languages other than English (LOE) often experience inequitable communication with their health care providers, including the underutilization of professional interpretation. This study had 2 aims: to characterize resident-perceived communication with families preferring LOE and to evaluate the impact of language preference on frequency of resident interactions with hospitalized patients and families. This was a cross-sectional study at a quaternary care children's hospital. We developed a questionnaire for residents regarding their interactions with patients preferring LOE. We concurrently developed a communication tracking tool to measure the frequency of resident communication events with hospitalized patients. Data were analyzed with logistic and Poisson regression models. Questionnaire results demonstrated a high level of resident comfort with interpretation, though more than 30% of residents reported "sometimes" or "usually" communicating with families preferring LOE without appropriate interpretation (response rate, 47%). The communication tracking tool was completed by 36 unique residents regarding 151 patients, with a 95% completion rate. Results demonstrated that patients and families preferring LOE were less likely to be present on rounds compared with their counterparts preferring English (adjusted odds ratio, 0.17; 95% confidence interval [CI], 0.07-0.39). Similarly, patients and families preferring LOE were less likely to receive a resident update after rounds (adjusted odds ratio, 0.29; 95% CI, 0.13-0.62) and received fewer resident updates overall (incidence rate ratio, 0.45; 95% CI, 0.30-0.69). Hospitalized patients and families preferring LOE experience significant communication-related inequities. Ongoing efforts are needed to promote equitable communication with this population and should consider the unique role of residents.

Communication Experiences of Caregivers Using a Language Other Than English on Inpatient Services.

Individuals who prefer to communicate about health care in a language other than English (LOE) experience poorer quality medical care and challenges when communicating with health care providers. The objective of this study was to elucidate how caregivers who prefer an LOE perceive communication with their physicians on an inpatient general pediatrics service. Caregivers of patients admitted to the general pediatrics service at our urban freestanding children's hospital whose preferred language for medical care was Spanish, Arabic, Brazilian Portuguese, or Mandarin were eligible for this qualitative study. Semistructured interviews using video interpreter services were conducted to explore the participants' experiences communicating with their physicians. Interview transcripts were analyzed using conventional content analysis. We interviewed 15 participants representing 7 countries of origin and 4 non-English languages: Spanish, Arabic, Brazilian Portuguese, and Mandarin. Three main domains emerged, including: (1) use of interpreter services, (2) overall communication experience with physician providers, and (3) suggestions for improvement in physician communication. Salient themes included early identification of the need for an interpreter is essential and physicians' use of body language in combination with an interpreter enhances successful communication. This project fills a gap in existing literature by describing the perspectives of caregivers who prefer an LOE, including those speaking languages other than Spanish, because they communicate with inpatient pediatricians. In addition to ensuring appropriate use of interpreter services, physicians can focus on using plain language and gestures during encounters, helping to facilitate communication and provide culturally competent care for this population.

Exploring the motivational profiles of Macao Portuguese LOTE learners: a tale of eight local adult learners

ABSTRACT While the chronological dimension of L2 motivation has been widely emphasised, there is little empirical research examining the context-based and dynamic languages other than English (LOTEs) motivational profiles. To fill this lacuna, the current study investigated the motivational trajectories of eight local adult learners of Portuguese in Macao with reference to the L2 Motivational Self System (L2MSS). Data were collected through semi-structured interviews, informal interviews and written journals. The findings indicate that Portuguese learning experience is of great importance in LOTE motivation. The convergence of the instrumentality of Portuguese for future career and the interest in Portuguese culture played a significant role in sustaining LOTE motivation. The findings further reveal that active personal engagement and metacognitive strategies use are two main motivating components in LOTE learning experience. The study sheds new light on the complexity of LOTE motivation.

Foreign Language Education for Sustainable Development in China: A Case Study of German Language Education

Sustainable development is a widely discussed topic. English language education plays the dominant role in China, but the education of languages other than English (LOTEs) is more important for sustainable development. Based on a case study of German language education, this paper draws SWOT analysis to discuss the current foreign language education in China associated with sustainable development. We find that there are four current trends in the sustainable development of foreign language education in China: promotion of sustainable multilingual education, cultivation of sustainable citizens, integration of cultural values for sustainable development and digitalization for sustainable foreign language education. There are also challenges and new perspectives. A rational and systematic policy of multilingualism should be planned. In order to cultivate sustainable citizens who are able to respond to various global problems, the curricula, teaching materials and examinations for LOTE teaching at secondary schools and universities should be co-designed to work with each other. In order to integrate cultural values effectively, more suitable teaching materials should be developed and published, and teachers need to be trained for practicing these contents in class. Digitization in teaching, research and learning should be promoted.

“My Friend Travis Says…”: A look at enrollment trends in language classes in the United States

AbstractThe present study uses data from 1147 university language students from lower‐division and upper‐division courses from eight different languages. The purpose of this study was to determine the influence of course placement, first course enrollment, and personal/professional relationships had on university learners' intentions to minor or major (IMM) in a language other than English (LOTE). Respondents completed a survey that included information regarding their first course of study, their prior learning experiences, their perceptions of support they receive for language study from their community, and their reasons for studying or not studying their target language as a major or minor degree program. This study found that there were several potential institutional hurdles associated with language study in the university setting, including first‐course placement, conflicting support from personal and academic relationships, and credit hour limitations. Suggestions for recruiting students and strengthening language programs conclude this study.

The Motivational Orientations of Undergraduate Students to Learn Arabic in a Dubai Private University

This study aimed to provide insight into the expatriate students’ motivations and attitudes toward Arabic Language learning at a private university in Dubai. This is a qualitative case study that utilized a cross-sectional descriptive approach and is underpinned by Gardner and Lambert’s Socio-Educational Model of Second Language Motivation, wherein the motivational orientation is bifurcated into instrumental and integrative orientations. The study sample consisted of 24 undergraduate students enrolled in Arabic language courses. As there is a drastic lack of motivation literature in the field of Arabic Language Learning and adult learning within the context of higher education in the emirate of Dubai, UAE, this research strives to become a substantial addition to this under-researched topic and unique context. This study highlights the motivations of expatriate students by providing a rich description of the learners’ profile and contributes to research on motivation as it concerns the learning of languages other than English (LOTE) and ultimately aims to contribute to social change (transformation) by encouraging an interest in researching the teaching and learning of Arabic in Dubai context. The study revealed that integrative motivations appear to be more pervasive than instrumental ones. This means that universities need to promote the importance of learning Arabic through authentic teaching, immersive experiences, cultural activities, and events, instead of the instrumental ‘end goal’ of the degree program. Research limitations arise from the limited sample size, focus on the learner’s vantage point, and the use of one instrument to collect data (a questionnaire).

Theorising language learning experience in LOTE motivation with PERMA: A positive psychology perspective

While the influence of learning experiences on foreign language learning motivation has been widely recognised, there is very little empirical research examining its role. To fill this lacuna, the current study theorises language learning experience from a positive psychology (PP) lens with reference to the PERMA model. Analytical primacy is given to how various dimensions of the experience contributed to language other than English (LOTE) learners' motivational development. Using convenient sampling, data were collected through written reports and semi-structured interviews with eight international LOTE learners of Chinese and examined with thematic analysis. Findings indicate that PERMA could be a holistic framework within which the language learning experience could be appropriately interpreted. As revealed, the participants' LOTE learning experience was replete with emotions which were intertwined with experiences of engagement, relationship, meaning and accomplishment. It is also found that the various dimensions of experience interacted with each other over the learning process and shaped learners’ LOTE motivation in both positive and negative ways. Implications are discussed which point to the significance of integrating PP principles into language classrooms to increase LOTE motivation.

Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality

Colombian English Language Teaching (ELT) is experiencing a paradigmatic change guided by the decolonial turn. This turn has enriched the debate about the implementation of a bilingual policy in Colombia, its impact on languages otherthan English, the purposes of learning English in the country, and English teacher practices and identities. This article shares the results of a critical ethnography that collected data from students and teacher educators from elt preparation programs and institutional and legal documents. Results indicate that, in Colombian elt, there are six discursive tensions representing coloniality. These are (a) English teachers as instructors or as educators; (b) native or non-native English speakers; (c) poor image of foreign language teachers as opposed to an idealized language teacher; (d) instrumental or cognitive and intercultural purposes for learning English; (e) emphasis on disciplinary knowledge or on interdisciplinary knowledge; and (f ) division or integration between theory and practice. To counter these tensions, a set of criteria are proposed. These criteria are: (a) elt preparation graduates are professionals in language pedagogy; (b) they are multilingual educated teachers; (c) they are well-rounded professional educators; (d) English is a means of recognizing diversity; (e) elt preparation programs embrace interdisciplinarity as a decolonizing option; and (f ) ELT preparation programs promote praxis. To conclude, the criteria proposed aim to shift initial language teacher education from an instrumental vision to a reflexive one, considering what is being learned, how, with whom, in what contexts, and the reasons that justify it.

LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective

Teachers’ emotions and professional identities in response to educational reforms play a key role in teacher development and policy implementation. However, little attention has been paid to the shifting emotions of teachers of LOTEs (languages other than English). Taking a social-psychological approach, this study examines the emotional reactions and professional identities of LOTE teachers who were inspired to cater for the ‘Belt and Road’ initiative. Semi-structured interviews and documentary analysis were used to probe the emotions and professional identities of 15 LOTE teachers in a Chinese foreign language university. The analysis identifies four categories of LOTE teachers’ identities: The enthusiastic accommodators, the lonely fighters, the drifting followers, and the passive executors. The findings indicate that current educational policies might lead to tensions among LOTE teachers without sufficient support, and suggest that the voices of LOTE teachers should be accommodated in the process of policy-making along with the affordances of support. The study reveals the necessity of adopting a social-psychological perspective on teacher development in the global multilingual educational context.

Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding

The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German language teachers (GLTs), this paper adopts a mixed methods approach to investigate the assessment requirements for LOTE teachers in terms of external research funding and the factors that may impact their accomplishments. Based on Bronfenbrenner’s ecological systems theory and conservation of resources theory, we analyzed policy documents from the universities under investigation, examined “German or Germany-related” funding approvals, and conducted semi-structured interviews with eight GLTs to explore the environmental factors (individual context, institutional context, social context, chronological context) that may influence the survival of GLTs in terms of the requirements for external research funding. The findings indicate that factors from each ecological context interact with one another and have a combined influence on GLTs’ external research funding application activity. Moreover, there is an imbalance between the academic demands faced by GLTs and the resource support that is available to them. This imbalance may affect the survival and development of GLTs and is likely to have a continuing influence throughout their career. The study concludes by offering some suggestions at different levels to facilitate the sustainable professional development of GLTs.

Myanmar Language Learning Experiences at China’s Frontier

In the context of China’s implementation of Belt and Road Initiative, the development of LOTE (languages other than English) in China comes into a revitalization era. LOTE play important role acting as a bridge linking China to the other countries. Since 2009, Yunnan has been discursively constructed as a bridgehead for China to cooperate with Southeast Asian country and the education of LOTE with a particular focus on the Southeast Asian languages has experienced an unprecedented expansion size. This study explores the learning experiences of Chinese postgraduates majoring in Myanmar language in a Chinese border university in Yunnan. Findings reveal how Chinese students perceive the values of learning Myanmar language, what learning challenges they encounter and how they exert their agency to overcome their learning difficulties. The study reveals that Chinese students’ investment in learning Myanmar has been shaped by their access to various resources mediated in multiple social forces across time and space. The study can shed some lights on providing pedagogical implications for enhancing the learning outcomes of LOTE in China.

Indirect translation in game localization as a method of global circulation of digital artefacts

Abstract To contribute towards extending the scope of research on indirect translation, this article focuses on game localization as an overlooked site where this translation practice is relatively common. For major games developed in a language other than English (LOTE), the English version (locale) is often used as a pivot from which to generate other locales across different regions. This article investigates the motivations, challenges, and implications of the use of indirect translation in game localization through a case study of Square Enix – a major Japanese game developer/publisher that is among the pioneers of game localization. It reveals how indirect translation forms both a solution and a bottleneck for the global circulation of digital interactive products. The article uncovers the key factors behind the position of English as the default pivot language in localizing Japanese games and points to the possible future impact of the emergence of Asian markets, particularly the Chinese market, on the game localization ecosystem. The lens of indirect translation facilitates theorizing underexplored aspects of game localization as an economic activity situated in the digital terrain. By casting the apparent drawback of indirect translation in a socio-economic framework, the article presents the future scope of this research subfield in game localization.

Language choice and academic publishing: a social-ecological perspective on languages other than English

ABSTRACT The choice of language for publishing is a topic of particular significance for scholars of languages other than English (LOTE) due to the importance of publishing in the professional language for maintaining expertise in the written academic register of the respective language. While the multilingual ability of such scholars means they can potentially publish in multiple languages (i.e. their first language, the professional language and English), the limited market for publications in LOTE greatly diminishes such opportunities and restricts career development. Informed by Bourdieu’s theory of practice and Brofenbrenner’s ecological systems theory, we explore factors that influence the choice of language for publishing among 53 Chinese academics (scholars of Russian, Japanese or Korean), and how these academics navigate the challenges of publishing in their professional language. With fieldwork conducted at 10 universities across five regions, we identify regional specificities that contribute to greater inclusiveness with regard to the status of LOTEs in academic careers. Further, we identify the productive disruptive role of returned graduates (with doctorates completed abroad) in improving the institutional ranking of journals which publish in LOTEs. Finally, we underscore the importance of protecting the investment in sophisticated linguistic proficiency attained by scholars of foreign languages.

Systemic and personal factors that affect students' elective language other than English enrollment decisions

AbstractIn a world where English has achieved global dominance, it is unsurprising that the instrumental value of learning a language other than English (LOTE) for those already fluent in English is increasingly deemed unnecessary. There are significant enrollment declines postcompulsory second language (L2) learning in all English‐speaking countries. To explore the common Australian “monolingual mindset” and students' reasons for (not) enrolling in elective LOTE subjects, a mixed methodology study was conducted with Tasmanian Year 9–12 students. While the findings highlighted the main (de)motivators experienced by students, one key finding was the lost cohort of students who want to study a LOTE but are prevented from doing so by personal and systemic barriers. A complex interplay of factors affects student decision‐making regarding elective LOTE enrollment. This article focuses upon those students who were forced to discontinue their languages study and the untold story of elective LOTE enrollment decline.

O Fluxo, o Prazer e a Ansiedade surgem igualmente nas salas de aula de inglês como em outras salas de aula de língua estrangeira?

ABSTRACT The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels of FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group - although the effect size was very small. This suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow or experience less anxiety. The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.

Enseñando en español: The need to support dual language bilingual education teachers' pedagogical language knowledge

AbstractDual language bilingual education (DLBE) teachers, depending on the modality of the program, teach content areas (i.e., language arts, science, math, social studies) in a language other than English (LOTE) and English. DLBE teachers, who teach in Spanish, should be supported by school districts in meaningful ways. These districts should be equipped to provide the necessary academic and professional development for the DLBE teachers. This paper explores the increasing need to support DLBE teachers’ metalinguistic awareness as well as pedagogical language knowledge (see Bunch, 2013) in Spanish. Guided by Charmaz’ (2006) constructivist grounded theory, this paper analyzed ten transcribed audio interviews with a single DLBE teacher. Interview data included video-taped classroom observations (i.e., preplanning and postlesson implementation), robust field memos, and student artifacts. Data analysis suggested the need for further clarification as far as the teacher's own pedagogical language knowledge (PLK; Bunch, 2013) in Spanish. However, data also indicated that this particular educator was able to negotiate the linguistic and content demands of teaching language arts in Spanish by seeking multifaceted resources and using the full extent of her linguistic repertoire.

Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective

Adopting a person-centred and multilingual perspective, this study drew on self-determination theory and used latent profile analysis to investigate the motivational profiles of learners of multiple foreign languages. Chinese tertiary-level students (N = 523), concurrently studying English and a language other than English (LOTE), participated in the research. Latent profile analysis identified four groups for English motivation (High Quantity, Moderate Quality, Poor Quality and Amotivated) and three groups for LOTEs motivation (High Quantity, Medial and Amotivated). Our findings revealed high between-person and between-language heterogeneity in profile distribution, profile combination, and profile association with emotions. Specifically, negative emotion was more predictive of English motivational quality whereas positive emotion was more predictive of LOTEs motivational quality. Our results also suggest that making LOTEs compulsory is not sufficient to motivate students, as evidenced by the Medial profile being the normative profile unique to LOTEs. Regarding profile combinations, the best performing profile (High Quantity) was also the most likely shared profile by the same individual. While most learners had different profiles for different languages, it was extremely unlikely for the same individual to have profiles of opposite configurations. Our findings demonstrate the utility of combining person-centred techniques with a multilingual perceptive to produce a more nuanced and precise understanding of language learning motivation.

The ideal multilingual self of individuals in conflict-affected situations

ABSTRACT Little research has explored individuals’ multilingual selves when learning a language other than English (LOTE) in conflict-affected situations. Therefore, this qualitative study sought to understand the motivation and ultimate vision of a group of internally displaced Syrians learning Turkish as an L3 or L4 in Afrin on the Syrian-Turkish border. The data were collected from the participants’ written narratives and two subsequent rounds of individual online semi-structured interviews. The data suggest that the participants’ desire to learn Turkish ranged from the need to secure a job in Afrin to reasons associated with achieving their ideal selves by imagining themselves working/studying at a Turkish university and being integrated into the Turkish community in future. The participants were proactive agents, recognising that attending Turkish private tutoring courses with under-qualified tutors was not sufficient to improve their language proficiency. They capitalised on the availability of technology-mediated learning artefacts and the support of some informal actors. This qualitative study has pedagogical implications and provides further evidence of the need for SLA research to serve all multilingual people, not just the privileged, by conducing empirical studies in non-affluent geographies.