Language School Research Articles

THE ROLE OF EXTRAMURAL ENGLISH EXPOSURE AS REVEALED IN THE LANGUAGE ACCURACY OF SECONDARY SCHOOL EFL WRITERS

Studying in an international school setting offers an excellent opportunity for students to acquire the target language, English, through abundant language exposure. As observed during classroom observations, several students outperformed their peers in targeted language production despite the same school language exposure. Extramural English is assumed to play a substantial influence. This case study explored the Extramural English exposure of 15 ninth-grade students, the duration of such exposure, and the language accuracy of their academic writing captured after receiving it. A qualitative design was utilised to examine the data acquired from students’ linguistics background survey, daily online logs, interview transcription, and their writing products. The findings reveal that parents are the central agency facilitating language learning. During the eight-week research period, 80% of the students received interactive Extramural English, while 100% were exposed to non-interactive Extramural English. The frequency of receiving Extramural English exposure is more significant than the onset of exposure. A minimal linguistic error was recognised for 29% of average conciseness and 23% of inappropriate punctuation, while other errors were between 1% and 5%. This research highlights the importance of Extramural English exposure to written language accuracy among secondary EFL students.

Assessment Samples in EFL Teachers’ Practices of Classroom Assessment: Implications for Learning Improvement and Teaching Development

On the implementation level of the National Foreign Language Project for the period 2008 – 2020, now extended to 2025 in Vietnam, Level 3/6 – VNFLPF (B1- CEFR) has been set as the learning outcomes for high school language learners. The English curriculum for Vietnamese upper secondary schools was promulgated, and guiding documents were launched, officially supporting EFL teachers in teaching and assessing language learners effectively to achieve the required learning outcomes. This paper reports the findings from an investigation into high school EFL teachers’ practices of assessing language learners in a city in Central Vietnam using interviews and assessment samples. From the findings, practical suggestions are made with the hope of providing a valuable basis for both learning improvement and teaching development.

Language Maintenance As Identity Construction In Jalawastu Traditional Community of Brebes Central Java

Studies on indigenous communities have been conducted with various results on cultural elements as their research focus. Language, as one of those elements, is an essential factor in the survival of the traditions and beliefs. This article discusses how the Jalawastu community maintains their indigenous language of Brebes Sundanese dialect in Javanese-speaking culture in Central Java. The novelty of this study was to discover how the traditional community perceived their language, why they needed to maintain it, and what obstacles they had in the process. This ethnographic research was conducted in Jalawastu Cultural Village in Desa Ciseureuh, Kecamatan Ketanggungan, Kabupaten Brebes between October 2022 and May 2023. Data was collected using in-depth interviews and observation. Those who participated in this study were kuncen, (cultural council chief), pemangku adat (traditional ruler), kepala dusun (the village chief), and Jalawastu community member. The study revealed that the community attempted to maintain their dialect because they viewed the importance of their language in their daily verbal interaction, both in social activities and rituals, and the need to hold their social identity as Jalawastu village members. The attempt to preserve the use of the language was based on the social belief, that is, to respect their ancestors in order to avoid misfortunes. These efforts were once hindered when the provincial government imposed the language policy to teach only Javanese in elementary schools instead of Sundanese. With Brebes Bupati's regional decrees, they could eventually teach back the language in formal elementary schools.

Do we need mother tongue language maintenance in Aceh? Voices from the school setting

There is a possibility that the Acehnese language and other locally used languages in Aceh Province could become threatened if the locals do not make efforts to maintain them. This study aims to explore teachers’ perspectives on maintaining the Acehnese mother tongue in schools. Employing a mixed-methods research design, data was collected through surveys and semi-structured interviews. The survey was distributed via Google Forms to 217 schoolteachers selected through voluntary sampling in Aceh, while interviews were conducted with seven teachers who willingly participated in the study. The results indicate that most teachers agree on maintaining the use of local languages in schools. However, language maintenance may face challenges e.g., globalization, family role, and youth attitude. Hence, teachers recommend that schools should actively promote the use of local languages by designating a special day for celebrating their use and incorporating the languages into local content lessons. This study intends to provide insightful recommendations for policy development regarding the maintenance of local languages in the school setting, particularly in Aceh. It also suggests educational implications, such as integrating these languages into formal schooling and developing educational resources to enhance their use in schools. Furthermore, future research could focus on documenting and preserving local languages, as well as implementing language immersion programs aimed at preserving local languages in Aceh.

Navigo ergo sum: competenze digitali e uso di Internet tra gli alunni della scuola secondaria di II grado

The advent of digital technologies has revolutionised communication and learning, profoundly affecting society. This contribution explores the use of the Internet for educational purposes among high school students in Sicily. Using an adapted questionnaire, the behaviours of 470 students were examined, along with potential variations between different fields of study. Exploratory factor analysis revealed a unifactorial structure of the questionnaire, consisting of 10 items. Furthermore, the instrument showed good reliability. The results indicate widespread use of the Internet for academic tasks and revealed significant disparities in the use of the Internet between the various fields of study, with students from science, humanities and foreign language schools using it more frequently than those from technical school. This study provides a valuable tool for understanding the impact of digital technologies on school learning and emphasises the need to promote key digital skills among students.

Navigating linguacultures through fanfiction: unveiling opportunities and challenges in the Chilean EFL school context

Recently, fanfiction has gained attention in the field of computer-assisted language learning (CALL) as it provides space for language practice to facilitate genre-based writing and literacy development. However, there is limited research on using fanfiction as a pedagogical tool to encourage both language and culture learning in diverse foreign language (FL) school contexts. To address this gap, this article presents a pedagogical innovation that aligns fanfiction with a linguacultural (LC) framework to involve students in collaborative, technology-enhanced LC learning. The study involved 15 EFL school teachers in Chile who participated in a workshop on LC-based fanfiction project design. Data collected included teachers’ project plans and reflective journals. Analysis of teachers’ project plans identified creative opportunities for bi-linguacultural practice, online exchange, and identity reflection. Triangulation with teachers’ reflective journals revealed the benefits of fanfiction for enhancing student engagement, language creativity, cultural awareness, and use of information communication technologies (ICTs). However, challenges were identified, ranging from student-related issues to the complexities of remote teaching in rural areas. This study emphasizes the significance of exploring pedagogical innovations in diverse FL contexts, to identify and challenge the contextualized barriers hindering successful integration of language, culture, and technology in the classroom.

‘A foot in both camps’: Michael Sappol’s Personal Injury, the New York School, and Language poetry before L = A = N = G = U = A = G = E

ABSTRACT From 1975 through 1978, Michael Sappol’s little magazine Personal Injury proposed a remarkable moment of possibility in which writing by Bruce Andrews, Susan Howe, Lynne Dreyer, P. Inman and Tina Darragh (all of whom would be included in Language poetry publications including Ron Silliman’s breakthrough anthology In the American Tree (1986)) jostled amiably alongside writing by New York School-affiliated poets including Ted Berrigan, Alice Notley, Harris Schiff, and Eileen Myles. Personal Injury showed a little magazine’s ability to productively trouble and push back against critics’ efforts to neatly organise poets into ‘generations’ and/or ‘schools.’ As I will show, Personal Injury predicted a literary-historical future that drew dividing lines between the quotidian affect of poets such as Berrigan and Schiff and the theoretically informed texts of writers including Inman and Darragh and messed that future up before it happened. Personal Injury, I argue, stands as a preemptive and fun refusal of literary classifications, revealing networks of influence and congruence among writers who are now defined distinctly as Language or New York School poets.

HUMANE APPROACH IN TEACHING ENGLISH

At present, the process of integration is rapidly intensifying, states are closely interacting with each other, thus the process of integration in the business and cultural world is taking place. The global problems of all mankind are solved through the unification of nations. These are such problems as the protection of peace and ensuring the stability of each state, the solution of global environmental and economic problems, as well as the development of the country inside and outside its borders. And a tool to solve such problems is a well-established interethnic and intercultural communication. Historically, Kazakhstan has been called a "bridge between East and West" and a "crossroads of civilizations." Kazakhstan is home to representatives of 130 nationalities and 46 religions. Therefore, the ideas of humane pedagogy, based on eternal universal values, are embedded in the national consciousness of Kazakhstanis. As the great Abai said: "Love all people as brothers." Therefore, it is necessary to study the world and national heritage of humane pedagogy and introduce the spiritual and moral ideas of humanism into the theory and practice of the modern pedagogical space of Kazakhstan. [1]. This article examines the main possibilities of applying a humane approach to the study of foreign languages in secondary schools and presents the results of a study to identify ways to humanize educational activities.

Factors Influencing ESL Teaching: Perspectives from Secondary Educators in Hyderabad, Pakistan

This research is based upon a qualitative research approach in teaching English as a second language (ESL) in secondary schools in Hyderabad city of Pakistan. This paper discusses the obstacles that the 15 ESL teachers face as revealed in the semi-structured interview about outdated curricula, lack of available resources, ungeared teacher training, the lack of support from the school administrators, socio-cultural disparities, motivation levels of the students and the constant challenges involved in keeping the non -native speaking ESL teachers afloat. The results are generally in line with previous work and a clear indication of the need for broad-based change to enhance the quality of ESL education. Accordingly, recommendations were made for evolving curricular developments, enriching resources, ongoing teacher professional development, and institutional support to mitigate these challenges and shore up ESL teachers

Swimming and water safety delivery for newly arrived Australians.

In Victoria, Australia, culturally and linguistically diverse communities are more than twice as likely to drown than their Australian-born counterparts. One explanation is the lack of feasible, community-led approaches to water safety and swimming education. A community engagement framework was used to develop and implement a 5-day pool program to teach swimming and water safety to newly arrived migrant children attending an English language school in Victoria. Socio-cultural needs of the predominantly Afghan cohort were incorporated through in-language consultation with parents who requested males and females be educated separately. Participants were assessed against Victorian aquatic competency benchmark standards at pre- and post-program, however, there was no expectation to achieve these competencies within the 5 days due to a lack of prior aquatic exposure. Independent and paired samples t-tests determined changes in skills, including by sex and number of lessons attended. Forty-one participants completed all assessments. Excluding lifesaving skills, there was a significant increase in total competency attainment overall from pre- to post-program (p < 0.001), and for each competency (p's ≤ 0.002)-predominantly knowledge and rescue skills. Improvements were mostly recorded among males, demonstrating that females may require more specialized support to achieve similar outcomes. Improvements in rescue skills and knowledge indicate the program's effectiveness in increasing newly arrived migrant children's awareness of, and exposure to, foundations of safe aquatic behaviours. Future programs tailored to newly arrived migrant communities should consider implementing water familiarization activities as a stepping stone to engagement with structured swimming and water safety education.

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

The impact of students' intrinsic or extrinsic motivations on their future intentions for online language schooling has been widely documented, but further emphasis needs to be placed on examining motivation beyond traditional theories. Thus, the current study sought to pivot the focus from intrinsic and extrinsic motivation to university language learners’ L2 self-identities in shaping their intention to learn language online. Toward this, we extended the technology acceptance model by integrating language learners’ L2 motivational self-system (L2MSS). Accordingly, 422 Iranian territory students who learned language online completed surveys covering language motivation and attitudes toward online language learning. The results of partial least squares structural equation modeling validated that current L2-self and digital self-authenticity can be used as separable subcomponents of L2MSS in the Iranian territory context. Moreover, learners with a higher level of future self-image and current L2 self-description found online learning more useful and easy to use. A further finding revealed an authenticity gap among higher educators since they were more motivated to learn language online than in face-to-face classrooms. Besides introducing a new conceptual framework into the literature, the researchers suggest that as a way of influencing higher education language learners’ intentions towards online language learning, lecturers should uncover language learners’ future ideal selves in advance of attending this online language course and design their language syllabus accordingly. It is also imperative for instructors to encourage students to self-describe their progress during online courses as it influenced their behavioral intention to learn languages online.

Exploring funds of knowledge at a community-based Chinese heritage language school in a Southwestern U.S. City

ABSTRACT While previous studies have shown that drawing upon funds of knowledge benefits teaching and learning in many educational settings, there is little inquiry into funds of knowledge in Chinese heritage language education. Employing ethnographic methods, I explored the evidence of funds of knowledge in early childhood settings in a community-based Chinese heritage language school. The data sources included weekly observations, video recordings of class conversations, artifacts provided by the participants, and informal conversations. The findings present examples illustrating three kinds of funds of knowledge: families’ daily life experiences, poetry reading practices, and cultural knowledge of folktales. The findings also show that the teachers drew upon the funds of knowledge to engage young heritage learners in joyful pedagogical activities and language learning. The implications include the need to value and use funds of knowledge in Chinese heritage language education and include Chinese language teachers’ experiences and funds of knowledge in teacher preparation programmes.

ASSESSMENT OF YORUBA LANGUAGE CURRICULUM IMPLEMENTATION IN LOWER PRIMARY SCHOOLS IN OSUN STATE, NIGERIA

There is notable inadequacy in the amount of Yoruba Language content being offered to learners, which could impede their self-sufficiency. It thus appears that the methods and instructional materials stipulated for Yoruba Language Curriculum are not adequately used to impart knowledge to the pupils. This study, therefore, examined the qualifications of teachers teaching Yoruba Language in lower primary schools in Osun State; assessed the availability and usage of instructional materials in teaching Yoruba Language in the lower primary schools and ascertained the appropriateness of the methods being used as stipulated in the Yoruba Language curriculum in the study area. These were with a view to providing empirical information on the quality of teachers teaching Yoruba Language, the availability as well as usage of instructional materials and the appropriateness of the methods being used at the lower primary schools in Osun State. The study employed a descriptive survey research design. Three research instruments were employed in this study namely Yoruba Language Teachers’ Questionnaire (YLTQ), Yoruba Language Instructional Material Checklist (YLIMC) and Yoruba Language Teaching Method Observation Checklist (YLTMOC). Data collected were analyzed using percentages and frequency counts. The results showed that majority (62.8%) of the Yoruba Language teachers possessed Nigerian Grade II Teachers Certificate and the National Certificate of Education (NCE) as their educational qualifications. The findings of the study also showed that most of the instructional materials that were available in the schools were not adequately used by the teachers teaching Yoruba Language in the study area The study further revealed that methods used in majority of the schools are appropriate as prescribed by the National Policy on Education (2013).Keywords: Yoruba Language; curriculum; lower primary; instructional resources

Maintaining Local Languages Through Local Content Curriculum: Analysis of Contextual Approaches and Field Learning

It is not impossible that language undergoes changes over time. The existence of local languages among teenagers and young people is no longer a communicative language choice in the environment where they are. The purpose of this research is to elaborate on the role of education, especially local curriculum, in preserving the local language by involving contextual approaches and field learning to teach the local language in schools. This study applies qualitative description with a literature review approach. Data is obtained by collecting reference materials such as books, theses, and journals manually and online. Manual data collection is done at the library, while online data collection involves downloading e-books and scientific journals from the last 10 years. The data are analyzed using content analysis, which involves reviewing books, journals, and theses to answer formulated questions. The results of this study indicate that an effective method for implementing local language learning is a method with contextual approaches and field learning. The contextual method applies components of constructivism, questioning, exploration, modeling, and authentic assessment. Meanwhile, field learning brings students closer to the relevance of context in learning the local language

The Position of English in the Linguistic Schoolscapes in an Indonesian Islamic Boarding School

The choice of use of languages ​​in schools, including in the linguistic schoolscapes, represents the contestation of language identities, ideologies, and power. This study looks at the position of English, as opposed to Indonesian, Arabic, and Javanese, in the linguistic schoolscapes in an Indonesian Islamic boarding school in Central Java. A descriptive qualitative method and the theoretical framework of language planning and policy (Spolsky, 2004) are used to analyze the data. The findings show that Javanese and Indonesian are used in daily communication. English and Arabic are taught in the language program. In the signs at the boarding school, English is the second language to be used frequently at the linguistic school cape, after Indonesian, while Javanese, as the students' everyday language, is far behind. The implication of the linguistic school landscape finding in this research is that foreign languages ​​such as English, Arabic, and others considered necessary have the potential to become a new development in language teaching and learning.

Indigenous Language Revitalization Movements: Resistance Against Colonial Linguistic Domination

Indigenous communities worldwide have confronted the persistent threat of cultural assimilation and linguistic erasure as a result of colonial dominance. In response, robust language revitalization movements have emerged as acts of resistance, seeking to reclaim indigenous languages and safeguard cultural heritage. Led by indigenous intellectuals, educators, and activists, these movements encompass diverse initiatives, including the establishment of community-based language schools, advocacy for language rights, and cultural resurgence endeavors. By contesting colonial language ideologies and fostering intergenerational connections, indigenous communities reaffirm their linguistic autonomy and cultural sovereignty. This paper critically examines the significance of indigenous-led language revitalization movements in preserving linguistic diversity, challenging entrenched colonial legacies, and affirming indigenous rights to linguistic and cultural self-determination. Through an exploration of these movements, this study contributes to a deeper understanding of the resilience and agency of indigenous peoples in the face of historical oppression and ongoing struggles for cultural survival and revitalization.

Instructors’ Orientations and Workplace Learning: Schools of Languages at Turkish State and Foundation Universities

Instructors’ Orientations and Workplace Learning: Schools of Languages at Turkish State and Foundation Universities

Revitalising Endangered Languages: Challenges, Successes, and Cultural Implications

Language is a cornerstone of cultural identity, yet many of the world's languages are at risk of disappearing, either historically or as a result of deliberate actions by aggressive neighboring states, if not appropriately addressed. This paper examined worldwide endeavors to safeguard endangered languages and the cultural customs interwoven with them, using a case study of Ukraine and Russia. By conducting quantitative and qualitative analyses of the obtained data, the study focused on the case study design, based on document analysis, semi-structured interviews, and structured surveys. The findings highlighted the key successes in language revitalisation, mainly focusing on educational initiatives and technology-based solutions. Efforts such as community-led language schools, language documentation projects, and digital platforms have demonstrated potential in maintaining Ukrainian as a presently endangered language in territories militarily occupied by Russia and previously annexed areas, providing direct communication channels to counter an aggressor's objectives. Additionally, the role of government policies and international organisations in supporting language preservation was analysed, revealing how collaborative approaches can foster linguistic and cultural resilience. Significant challenges were identified. These challenges encompassed inadequate funding and limited local and global community engagement, and the complex dynamics of cultural assimilation because of fear and threat to life in the occupied lands. Moreover, the impact of language extinction on the cultural survival of minority groups (those few Ukrainian speaking or bilingual – Ukrainian and Russian, speaking people with the core values of the Ukrainian culture and identity) is profound, often leading to a loss of unique worldviews, oral traditions, and identity. The paper concluded with recommendations for future initiatives in language revitalisation, emphasising the need for holistic approaches that integrate the cultural understanding, technology, and community empowerment. It was contended that by tackling these issues, stakeholders can play a role in preserving not just languages but also the diverse tapestry of cultures they embody.

The comprehension of clitic gender in child heritage and second language Spanish: evidence from a dual language program

Despite the growth of dual-language programs in the United States, few studies have examined how children acquire Spanish through immersion. This article compares how heritage speakers (HS) and English-fluent Spanish L2 learners (L2L) immersed in Spanish comprehend gender in direct object clitics, an area of Spanish grammar prone to bilingual effects. A total of 78 English-dominant children enrolled in a dual language school participated in the experiment: 24 HS (6 in 2nd grade, 10 in 4th/5th grade, 8 in 7th/8th grade) and 54 L2L (16 in 2nd grade, 20 in 4th/5th grade, 18 in 7th/8th grade). Participants completed a forced-choice task which tested their ability to select target-like clitic gender after hearing sentences such as ‘La niña está tocando la guitarra (feminine). ¿Qué hace?' The girl is playing the guitar (feminine). What does she do? * ‘Lo toca' (masculine singular clitic)/ ‘La toca' (feminine singular clitic) She plays it. Results did not reveal any significant differences at the p &amp;lt; 0.05 level between the HS and L2L groups with accuracy in clitic gender. We found that in receptive knowledge of masculine clitic gender, the HS and L2L children had very similar scores in the 2nd grade and showed a similar improvement in accuracy by the 7th/8th grades. However, we did not find a similar pattern of growth in children's ability to select target-like feminine gender in either group. We discuss our findings and propose possible implications for immersion programs.

Model pedagogi genre untuk mengembangkan keterampilan membaca pemahaman bahasa indonesia di sekolah dasar

This study aims to describe of genre pedagogy learning model on Indonesian language comprehension in elementary school. This research uses literature study method with descriptive analysis technique. In this study, researchers sought data from the number or relevant books on genre pedagogy learning model and reading comprehension in Indonesian language in elementary school. Genre pedagogy is a text-based learning model based on a teaching and learning cycle where teachers provide guidance and interaction to learners before learners create texts independently. In practice, this genre pedagogy is implemented using four stages, namely the initial stage of Building Knowledge, the second stage is modelling, the third stage is joint construction and the last stage, namely independent construction. The application of the genre pedagogy model can indirectly motivate learners to utilize various learning resources around them in reading comprehension, especially when learners build their own understanding.