Journal articles on the topic 'English language and multiculturalism'
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Mejía, Jaime Armin, and Bethany Bryson. "Multiculturalism in College English Departments." College English 69, no. 2 (November 1, 2006): 173. http://dx.doi.org/10.2307/25472202.
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Tanaka, Shigenori. "English and Multiculturalism— from the Language User’s Perspective." RELC Journal 37, no. 1 (April 2006): 47–66. http://dx.doi.org/10.1177/0033688206063473.
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Morgan, Mark, and Kai Qiao. "Multiculturalism, Language Barriers, and Service Quality." Journal of Interpretation Research 21, no. 1 (April 2016): 33–36. http://dx.doi.org/10.1177/109258721602100103.
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If the White majority becomes a minority population in the United States by 2050, as predicted, this shift might result in a dilemma for the National Park Service (NPS) because Caucasians have provided the mainstay of agency support over the past century. According to published reports, recommendations to improve park awareness and relevance for underserved groups are being addressed by the National Parks Conservation Association. Although Asians are one of the fastest growing minorities in the U.S., they are infrequent NPS visitors. One possible explanation is language barriers, compounded by English-only websites and printed material. A service-quality test using a Chinese confederate was designed to examine some performance measures. Of the 370 national parks queried, less than 18% had any information for Chinese visitors. Some managerial implications for Asian inclusiveness are discussed.
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Carey, Stephen. "Language Management, Official Bilingualism, and Multiculturalism in Canada." Annual Review of Applied Linguistics 17 (March 1997): 204–23. http://dx.doi.org/10.1017/s0267190500003354.
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In addressing Canadian language management and planning in terms of bilingualism and multiculturalism, it is essential to contextualize these topics within the recent historical policy events and periods of change. This history includes the Royal Commission on Bilingualism and Biculturalism of 1965, the Official Languages Act of 1969, official bilingualism and multiculturalism since 1971, the Canadian Multiculturalism Act of 1988, the growing importance of the Asia-Pacific region for Canada during the 1990's, and the increased probability of Quebec's separation. The above stages of evolution have taken place during an era which has seen the growing dominance of English internationally in all spheres of academia, economics, and communication technology, and an equally rapid decline of French internationally in these same spheres (Carey 1991; 1996).
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Rubrecht, Penthes, Anand Vaid, Donna Woloshyn, Hilary Craig, Estelle Anthony, Mary Heit, and Bernice Dowhaniuk. "SCENES Brief Presented to The Task Force on Multiculturalism." TESL Canada Journal 7, no. 2 (June 26, 1990): 95. http://dx.doi.org/10.18806/tesl.v7i2.572.
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SCENES, a professional organization for educators in English as a Second language/ Dialect (ESLlD) appreciates the adoption of the Act on Multiculturalism. The provisions therein, if consistently implemented, will make it possible for immigrant children and adults as well as Indian and Metis people to take an active part in the evolution and shaping of our Canadian society. At last people whose mother tongue is not English or French will have equal access to education and employment. The fundamental concern that we wish to bring to the attention of this Task Force is the lack of involvement of the provincial government in the provision of language training. Consequently we are lagging far behind Quebec and Manitoba in the services we can offer. Even though immigration and settlement are federal responsibilities, the Province of Saskatchewan has a mandate for education, health and social services. The provincial government must take these mandates seriously and play an active role in the co-ordination of existing ESL programmes and initiate new, more specialized programmes. It must be responsible for the development of curricula and materials and monitor and evaluate the programmes delivered in our province. As far as the English language provision for Indian and Metis children and adults is concerned the provincial government must accept its share of the responsibility for the development of a policy on bilingual education; a policy which promotes the retention of the Indian languages and strengthens the provisions for English as a Second Language/Dialect programmes.
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Garza, Aimee V., and Lindy Crawford. "Hegemonic Multiculturalism: English Immersion, Ideology, and Subtractive Schooling." Bilingual Research Journal 29, no. 3 (October 2005): 599–619. http://dx.doi.org/10.1080/15235882.2005.10162854.
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Zhou, Ye, and Li Zou. "On Development History of Australia’s Language Policy and the Enlightenment to China’s Foreign Language Education." Theory and Practice in Language Studies 7, no. 5 (May 1, 2017): 366. http://dx.doi.org/10.17507/tpls.0705.06.
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As is well-known, Australia is the first English country to officially make and efficiently carry out multi-lingual and plural culture in the world, whose language education policy has been highly spoken of by most linguists and politicians in the world in terms of the formulation and implementation. By studying such items as affecting factors, development history, implementing strategies of Australian language education policy under the background of multiculturalism, researchers can get a clue of the law of development of the language education policy in the developed countries and even the world. To be specific, through studying the development history of Australian language education policy under the background of multiculturalism, the paper puts forward some enlightenment and presents some advice on the China’s foreign language education.
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Idris, Nazua. "Using Non-native English Films to Promote Multiculturalism in ELT Classroom." Journal of NELTA 19, no. 1-2 (February 10, 2015): 65–76. http://dx.doi.org/10.3126/nelta.v19i1-2.12081.
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This paper aims to present how the incorporation of non-native English films can enhance the multicultural awareness among the English language learners. As the non-native English films expose the students to linguistic and cultural diversity, they can be used as effective tools in designing materials for ELT classroom. To demonstrate how teachers can incorporate these films in their classroom, the paper discusses various approaches to design materials for language classroom, and contains three sample lesson plans for intermediate, upper-intermediate and advanced level students. The lesson plans exploit a number of non-native English films to generate a discussion of different cultures along with teaching English language. Finally, the paper ends with some suggestions for the teachers. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12081 Journal of NELTA, Vol 19 No. 1-2, December 2014: 65-76
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Edwards, John. "Language Policy and Planning in Canada." Annual Review of Applied Linguistics 14 (March 1994): 126–36. http://dx.doi.org/10.1017/s0267190500002853.
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It is an especially opportune time to reflect upon Canadian language issues, since the recent constitutional crises-still unresolved-have at once brought them into sharp focus and demonstrated how closely language, culture, and politics may be intertwined. The official policies of bilingualism and multiculturalism, in particular, have been receiving considerable attention. The players-the French and English “charter groups,” the aboriginal populations, and non-indigenous non-English/non-French groups (the “allophones,” who possess “heritage” languages)-have, consequently, been presenting themselves and their agendas with rather more force and acerbity than usual. Full accounts of the political upheavals, and the ramifications for language policy are now becoming available (e.g., Edwards in press a; in press b; in press c).
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Labrador, Roderick N. "“We can laugh at ourselves”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, no. 2-3 (June 1, 2004): 291–316. http://dx.doi.org/10.1075/prag.14.2-3.11lab.
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Hawai’i’s multiculturalism and perceived harmonious race and ethnic relations are widely celebrated in popular and academic discourse. The image of Hawai’i as a “racial paradise,” a rainbow of peacefully coexisting groups, partially stems from the fact that among the various racial and ethnic groups there is no numerical majority and from the common belief in equality of opportunity and status. Hawai’i ethnic humor is part and parcel of the maintenance and continued reinforcement of the notion of Hawai’i as “racial paradise” with underlying racializing and stigmatizing discourses that disguise severe social inequalities and elide differential access to wealth and power. In this paper, I examine the intersection of language, humor, and representation by analyzing the linguistic practices in the comedy performances of Frank DeLima, a pioneer in Hawai’i ethnic humor, and excerpts from Buckaloose: Shmall Keed Time (Small Kid Time), a comedy CD by Da Braddahs, a relatively new but tremendously popular comedy duo in Hawai’i. Central to these comedy performances is the use of a language variety that I call Mock Filipino, a strategy often employed by Local comedians to differentiate the speakers of Philippine languages from speakers of Hawai’i Creole English (or Pidgin). A key component to understanding the use of Mock Filipino is the idea of “Local” as a cultural and linguistic identity category and its concomitant multiculturalist discourse. I argue that the Local comedians’ use of Mock Filipino relies on the myth of multiculturalism while constructing racializing discourses which position immigrant Filipinos as a cultural and linguistic Other, signifying their outsider status and their subordinate position in the social hierarchy and order. The linguistic practices in the comedy performances are thus identity acts that help to produce and disseminate ideas about language, culture, and identity while normalizing Local and reinforcing Hawai’i’s mainstream multiculturalist ideology.
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Diem, Chuzaimah Dahlan, and Umar Abdullah. "Promoting multiculturalism: Teachers’ English proficiency and multicultural education in Indonesia." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 46–58. http://dx.doi.org/10.17509/ijal.v10i1.24983.
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Greater disparities and inadequacies of English proficiency (EP) may influence the educational process for EFL teachers of different cultural backgrounds. This study aims at describing the condition of 104 English as a Foreign Language (EFL) teachers’ EP in the Southern Region of Sumatra in relation to such variables as education level (EL), cultural backgrounds, teaching assignment level, and gender. Using English test scores of teachers’ teaching status (pre-service and in-service), EL, gender, multicultural education questionnaire, and teaching assignment, teachers’ EP is described. This study reveals that EL affects EP and also becomes the best predictor of their cultural knowledge and experience, such as personal development, leadership, curriculum instruction, general sensitivity, and cultural awareness. Furthermore, teachers teaching at higher levels of education appear to be better in EP than those teaching at lower levels, and in-service teachers are also better than pre-service teachers in their teaching responsibility. Although there is no difference in gender in their EP as a whole, females’ EP, listening skill, and personal development are significantly correlated. The implication of the findings indicates that to be proficient in English and culturally developed with integrity, teachers must have at least a master’s degree in addition to having an in-service status of teaching employment.
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Lobanovskaya, E. V., and S. V. Muratova. "Morphological Characteristics of English Borrowings in the German Language in the Globalization Era." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 525–32. http://dx.doi.org/10.21603/2078-8975-2020-22-2-525-532.
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The article reveals the role of a foreign language / languages in the context of linguistic globalization and multiculturalism. The research featured the current attitude of German society to foreign languages and cultures. The authors believe that there is no contradiction between the modern multilingualism requirements and the promotion of German in the European community as a wholesome and stable language. As borders between languages become transparent, the development of linguistic consciousness acquires a special role. The research objective was to identify the motives behind borrowing that result from the needs of modern European community. The authors also explained the cases of incomplete or impossible assimilation of borrowings in German. They revealed some characteristics of English borrowings in German. For instance, hyphenation refers to the spelling of nouns borrowed from English. English verbs acquire German forms of weak verbs and their conjugation endings. Most borrowed nouns proved to have an unstable grammatical gender, while some of them are likened to German nouns and receive inflections. The syntagmatics of English adjectives is determined by English phonetics. The authors believe that the study of linguistic globalization will be useful to those interested in the development of European languages.
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Karim H. Karim. "Press, Public Sphere, and Pluralism: Multiculturalism Debates in Canadian English-Language Newspapers." Canadian Ethnic Studies 40, no. 1 (2009): 57–78. http://dx.doi.org/10.1353/ces.0.0074.
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Kuo, Sai-hua. "Multilingualism, multiculturalism, and multiple identities." Media Discourse in Greater China 19, no. 2 (July 24, 2009): 239–58. http://dx.doi.org/10.1075/japc.19.2.05kuo.
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This study aims to explore discursive changes in current Taiwanese society, with a particular focus on code-mixing in newspaper headlines. Data were collected from three major newspapers catering to different readerships during three time periods (i.e. 1985, 1995, and 2005). The language of Taiwanese newspaper is hybrid and heterogeneous in that local dialect (i.e. Southern Min), English, Japanese, Cantonese, and even Zhuyin (Mandarin Phonetic Symbols) are included in Mandarin news headlines. My analysis has found that over the past two decades, there has been an increase of code-mixing in all three newspapers, In addition, a cross-sectional comparison has revealed that soft news texts (e.g. entertainment news) contain more instances of code-mixing than hard news texts (e.g. political and international news). I argue that this increasing linguistic hybridization found in Taiwanese media texts is not only linked with the indigenization, globalization, marketization, and technologization in current Taiwanese society. More importantly, since language use is a kind of identity-constructing devices, this ongoing discursive change also reflects an emerging new Taiwan identity, which can be characterized by multilingualism, multiculturalism, and multiple identities.
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WASSERMAN, HERMAN. "Between the Local and the Global: South African Languages and the Internet." African and Asian Studies 1, no. 4 (2002): 303–21. http://dx.doi.org/10.1163/156921002x00042.
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ABSTRACT This article addresses some of the potential of the Internet in building a new South African nationhood, especially through language. However, before the Internet can really promote multilingualism and multiculturalism in South Africa, the severe inequalities that mark access to the medium need to be overcome, possibly by sharing resources between minority languages, of which Afrikaans is economically in the strongest position. Within the globalised world order, English is at the top of the hierarchy of dominance. It is the most commonly spoken second language and the lingua franca in the international business, media, scientific and academic worlds. While some welcome English as a means of communication with the potential of overcoming the global tower of Babel, others argue that minority languages might become threatened by 'language death'. For instrumental purposes, English has become the lingua franca in South African public life. While this means that the use of Afrikaans has been dramatically scaled down to occupy the position of a minority language, the other nine indigenous languages are at an even bigger disadvantage. Probably the greatest barrier in the way of indigenous languages gaining a presence on the Internet remains the problem that has come to be known as the digital divide. Access to the Internet is still marred by severe inequalities.
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Michelotti, Sarah. "Responding to Multiculturalism in Higher Education: English Language Support in one British University." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXVIII N° 2 (June 15, 2009): 52–62. http://dx.doi.org/10.4000/apliut.1092.
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Coetser, J. L. "Multikulturele dramas? ’n Voorlopige ondersoek." Literator 18, no. 1 (April 30, 1997): 65–82. http://dx.doi.org/10.4102/lit.v18i1.530.
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Multicultural plays? A preliminary investigationThis article is a preliminary investigation of the possible presence of multiculturalism in an English and in two Afrikaans plays. According to Hauptfleisch and Steadman (1987:3) the workshop production of Cincinatti: Scenes from city life is an example of an English South African multicultural drama. The first part of the article is an attempt to isolate some of the properties that may show the presence of multiculturalism in a play. It is improbable that one would find many Afrikaans plays complying with these requirements. However, an interpretation of the silence of the antagonist in ’n Koffer in die kas (A suitcase in the wardrobe) by Jeanne Goosen points the way to an alternative, sociosemiotic interpretation of multiculturalism. In this regard Guiraud (1975:90-98) refers to sociosemiotic signs that relate to rituals, fashions, protocols and games. These codes are subsequently applied to Don Gxubane onner die Boere (Don Gxubane among the Afrikaners) by Charles Fourie. The greatest part of the article is in fact devoted to a discussion of Don Gxubane. Perhaps the most disturbing finding touches on closure: in the conclusions of Don Gxubane, Cincinatti and ’n Koffer in die kas the reconciliation o f opposites seems unattainable.
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R, Sumathi, and Midhun Leo James. "MULTICULTURALISM AND ASPECTS OF GLOBALISATION IN KIRAN DESAI’S INHERITANCE OF LOSS." Kongunadu Research Journal 6, no. 1 (June 30, 2019): 8–11. http://dx.doi.org/10.26524/krj277.
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Indian English Literature pertains to the body of work by writers from India, who pen strictly in the English language and whose native or co-native language could be one of the numerous regional and indigenous language of India. English literature in India is also intimately linked with the works of associates of the Indian Diaspora. Among other writers, Kiran Desai is one of the most renowned writers in the Indian English Literature. With Kiran Desai, a literary tradition is reborn. One of the major themes in the novel is multiculturalism. Multiculturalism relates to communities containing multiple cultures. The term is used in two broad ways, either descriptively or normatively. As a descriptive term it usually refers to the simple fact of cultural diversity. It is generally applied to the demographic make-up of a specific place, sometimes at the organizational level, eg: school, businesses, cities, or nations. As a normative term, it refers to ideologies or policies that promote this diversity or its institutionalization. In this sense, multiculturalism is a society at ease with the rich tapestry of human life and the desire amongst people to express their own identity in the manner they see as fit. Such ideologies or policies vary widely, including country to country. Another major theme in the novel is globalization, which is a process of international integration arising from the interchange of world views, products, and other aspects of culture. Advances in transportation and telecommunications infrastructure, including the rise of the telegraph and its posterity the Internet, are majorfactors in globalization, generating further interdependence of economic and cultural activities. The term globalization has been increasing use since the mid-1980s and especially since the mid-1990s. The term globalization is derived from the word globalize, which refers to the emergence of an international network ofsocial and economic systems. This paper attempts to analyze Kiran Desai’s novel The Inheritance of Loss to bring out the various aspects of multicultural clashes and globalization.
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Spokazi, Matshikiza, Simon Luggya, and Magdaline Tanga. "The Medium of Instruction in a Multicultural Classroom: Teachers’ Perspectives in the Eastern Cape Province of South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 342–55. http://dx.doi.org/10.26803/ijlter.20.1.19.
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The South African Government has instituted a policy of multicultural education (ME) to ensure inclusivity and equal learning opportunities for all learners. This paper aimed to explore teachers’ perspectives on the medium of instruction in a multicultural classroom. The paper was extracted from a thesis that examined multiculturalism in selected schools in South Africa. A sample of 18 participants was purposively selected from two urban schools that have learners from different socio-cultural backgrounds in the Eastern Cape. The paper used the interpretive paradigm, which aligns with the qualitative approach. Data were analyzed thematically. The findings revealed that as a universal language, most participants preferred using English in the classroom. However, they sometimes code-switch to IsiXhosa and/or Afrikaans (two of the 11 official languages in South Africa) if the need arises. The participants also revealed attempts at balancing the use of English with learners’ first language, mostly during breaks, sporting, and cultural events, but they admitted this does not equal ME. Finally, the participants indicated that preference to teach in English was due to its universalism. Consequently, African languages have become receptors and not creators of knowledge. The paper concludes that despite the ME policy, teachers are not keen to practice it because of a lack of skills. It is recommended that the country be zoned into language areas and teachers be taught in at least two dominant languages of each region, excluding the English language, to ensure equal educational opportunities.
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Celik, Bunyamin. "The Perceptions of Foreign Language Pre-Service Teachers Towards Multicultural Education: Case of the Faculty of Education, TIU-Erbil, Iraq." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 142. http://dx.doi.org/10.5539/ijel.v10n1p142.
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This study was conducted to investigate the perceptions of pre-service teachers majoring in English at the department of English Language Teaching (ELT)—Tishk International University Education Faculty in Iraq at the level of knowledge and attitude. Studies related to the concept of multiculturalism are significant as being discussed recently in our globalized world and Mesopotamia in Iraq. The present study was planned in 2018–2019 academic year by using case study design within the framework of qualitative research method. The study was carried out with 90 final year students (48 females and 42 males). The subject participated in the study on a voluntary basis. The data of the study were obtained by using semi-structured interview technique. The data obtained from the study was collected under certain codes and themes by content analysis. As a result of the analysis of the data, it was determined that pre-service teachers had both right and wrong learning about the concepts of multiculturalism and multicultural education, and their attitude levels were both positive and negative. In this regard, it is thought that it may be beneficial for prospective teachers to receive a training in the vocational education process related to multiculturalism and multicultural education. Conducting the studies to be planned for multicultural education applications by revealing different variables will enable the subject to be evaluated from different perspectives and will be beneficial for the enrichment of the literature on the subject.
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Rueda García, Zulma Xiomara, and Encarna Atienza Cerezo. "Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks." Logos: Revista de Lingüística, Filosofía y Literatura 30, no. 2 (December 2020): 281–96. http://dx.doi.org/10.15443/rl3022.
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As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.
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Ojong Diba, Rachel Ayuk. "Beyond a Common Code: Cameroon Pidgin English - the Language of the Elite and the Masses." Journal of Critical Studies in Language and Literature 2, no. 2 (January 19, 2021): 22–29. http://dx.doi.org/10.46809/jcsll.v2i2.55.
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The principal purpose of this paper is to underline the usefulness and efficacy of Cameroonian Pidgin English (CPE) in dealing with the intense multilingualism of Cameroonians in a rural enclave in Cameroon and in the Diaspora. CPE is a highly stigmatized but extensively used language of wider communication in Cameroon. Cameroon is second only to Papua New Guinea in terms of its multiplicity of languages for a relatively small population and the shunned CPE is the language that trudges through this multi-ethnicity, multiculturalism and multilingualism to not only provide a feeling of togetherness to Anglophone Cameroonians but to also allow them communicate efficiently and cordially. CPE was incipiently a language for the uneducated, this contribution shows that today CPE is not only the language of the common people; it is also the language of the Cameroonian elite. Using qualitative data – recordings of natural conversations from individuals in Lower Fungom and written conversation from online fora comprising Cameroonians of all walks of life, this contribution demonstrates that CPE is an emblematic language which Cameroonians use when communication would otherwise be impossible and still use it even when there is an option (though one-legged) of other languages. The paper demonstrates how multilingualism functions even in rural circles. It is also demonstrates the benefits of Pidgins and Creoles in linguistically diverse settings, which are relatively uncommon.
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Saleem, Muhammad, Hafiza Sadiya Iqbal, and Rafaqat Ali Akbar. "A Qualitative Study on Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan." Global Regional Review V, no. I (March 30, 2020): 623–32. http://dx.doi.org/10.31703/grr.2020(v-i).65.
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This study was designed to explore the issues of English curriculum implementation at higher secondary level in Punjab. The study was qualitative in nature, and the sample was selected by using a purposive sampling technique that comprised 10 English teachers. One interview protocol named issues of English curriculum implementation was used to collect the data, and thematic analysis was applied to analyze the participants interview transcripts. The interview protocol was also validated by experts. The results of the study showed that English teachers faced various issues of social and ethical development, ensuring the quality of the English language, the validity of curriculum, multiculturalism and textbook alignment with curriculum document. The results of the study suggested giving motivation to English teachers in order to apply effective communication skills in teaching the English language as well as to reduce issues by providing funds, facilitating English teachers and proper supervision of curriculum implementation of English subject.
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Colăcel, Onoriu. "Teaching the Nation: Literature and History in Teaching English." Messages, Sages and Ages 3, no. 2 (November 1, 2016): 43–53. http://dx.doi.org/10.1515/msas-2016-0014.
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Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.
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Tamunobelema, Isaac, and Joseph Onyema Ahaotu. "Towards a Research Agenda on Individual Differences in ELT in Nigeria." Journal of Gender and Power 14, no. 2 (December 1, 2020): 67–83. http://dx.doi.org/10.2478/jgp-2020-0014.
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Abstract There are a variety of individual differences that English language teaching (ELT) professionals cannot afford to ignore. This essay is based on a premise that teaching and learning English in Nigeria’s multilingual background of 526 languages (Ethnologue, 2018) present an extraordinary context of multiculturalism and individual differences in the language classroom. ELT professionals in such a context require significant expertise in the application of inclusive practices. The essay identified gaps in the praxis and policy dimensions of Nigerian ELT practice relating to individual differences and suggested a research focus on these two areas. It concluded that teachers should adopt clear, empirically tested methodologies to cater for the different students in the class, create good relationships in the classroom to develop learner self-confidence, integrate activities and tasks that clearly appeal to different learning styles and personalities, personalize learning as much as possible, create learner autonomy, and pay attention to cultural variations among L2 learners.
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Rashid, Aminur. "Language, Cultural Identities, and Multiculturalism in Chang-Rae Lee’s Native Speaker: A Sociological Perspective." International Journal of English and Comparative Literary Studies 2, no. 1 (January 26, 2021): 1–12. http://dx.doi.org/10.47631/ijecls.v2i1.164.
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Deep into the novel, an inarticulate sense of unease in the psyche of Henry Park is explored being extremely disturbed, and an outcast. Trapped being in American-Korean identity, he has got his impression on his wife, Lilia beings ‘emotional alien’, ‘yellow peril: neo-American,’ ‘stranger/follower/traitor/spy’. In addition, she speaks of him being a ‘False speaker of Language’ because Henry looks listening to her attentively; following her executing language word by word like someone resembling a non-native speaker. In fact, the cultural differences between the Korean-American and the Native American bring tension around the ways the English language is used.
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Svensson, Annette. "The Challenge of Teaching English in a Heterogeneous Classroom." Educare - vetenskapliga skrifter, no. 2 (January 1, 2017): 56–80. http://dx.doi.org/10.24834/educare.2017.2.3.
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The present study aims to explore in what ways teachers at upper secondary level work in a diverse classroom with particular focus on the students’ heterogeneous knowledge of the English language. This heterogeneity, the participants experience, is primarily caused by the discrepancy between those students who use English to a great extent outside the classroom through, for example, frequently playing computer games, and those students who do not use the English language at all outside a school context. In order to explore this aim, a pilot study was conducted where five teachers at upper secondary level were interviewed. The results show that this heterogeneity is their most challenging part of working as English teachers today. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for teachers to support every student’s individualised learning. The results further show that despite the teachers’ attempts to differentiate the English education, there is a lack of, and need for, strategies that are useful to support an individualised learning in a heterogeneous classroom.
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Torres, Lourdes. "Puerto Ricans in the United States and language shift to English." English Today 26, no. 3 (August 24, 2010): 49–54. http://dx.doi.org/10.1017/s0266078410000143.
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In this essay, I examine language use among Puerto Ricans in the U.S., and evaluate evidence that suggests that they are shifting to English more quickly than other Latino groups. This accelerated adoption of English might seem to be a positive trend to proponents of English-only or to those who fetishize assimilation as the route to success in the U.S.; however, the fact that it is very often accompanied by a loss of Spanish is troubling to those who value multiculturalism and bilingualism. The idea that Puerto Ricans are the group that takes the lead in the loss of bilingualism among Latinos is a source of debate for observers of the sociolinguistic reality of Latinos in the U.S.With a particular focus on the Puerto Rican community in Chicago, I first discuss language loss among Latino populations in the U.S. Then, I offer a brief overview of Puerto Rican immigration history, and of Latino presence in Chicago. Lastly, I address the allegedly exceptionally rapid shift of Puerto Ricans to English, and discuss possible reasons for this phenomenon. I conclude that even though there are sites where this assertion seems to be true, we need more evidence that captures actual language use patterns across a range of contexts before we can arrive at a definitive characterization of Puerto Rican speech practices.
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Polubichenko, Lidiia Valerianovna, and Inna Vladimirovna Kharlamenko. "Trends in the development of foreign language education in a non - linguistic university." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 16–31. http://dx.doi.org/10.51314/2073-2635-2021-1-16-31.
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The article observes modern trends in the development of foreign language education in a nonlinguistic university, using as an example the English Department for Science Students, Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University. Nonlinguistic university graduates need a fairly high level of foreign language communicative competence to be competitive in the modern labor market, which determines an everincreasing attention to teaching LSP (Language for Specifc Purposes). In 2001, the English Department for Science Students participated in the Russian-British project RESPONSE (Russian Education Support Project on Specialist English) aiming at a largescale study of the current state of teaching English for specifc purposes in Russian universities. Its fndings provide the baseline that serves a useful starting point for evaluation and monitoring the changes that have occurred in this area over the past twenty years. The main trend is the change of teaching methods and approaches: from the grammar-translation method inherited from the Soviet higher school to computer assisted language learning (CALL), communicative and competence approaches today. Active integration of information and communication technologies in the educational process makes it possible to form and develop the university's electronic information and educational environment. The MSU educational platform “University without borders” is based on Moodle LMS and used for distance teaching and learning. It ofers online educational materials, electronic textbooks and courses, for both degree programmes and supplementary education. The main digital tools that lecturers use to teach and supervise students' self-study are listed. The paper considers such areas of the work of the English Department for Science Students as development and application of interactive teaching methods and technologies; implementation of alternative forms of control, e. g. performing the fnal bachelor ESP assessment in the format of B2 CEFR exams or conducting an interfaculty scientifc student conference in English at the master's level; designing a professional development course in academic English for earth and life scientists; establishing an electronic library; compiling specialized corpora of medical and biological scientifc texts; promotion of multilingualism and multiculturalism.
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Nersesyan, Gayane R. "The conceptual sphere of the modern English pedagogical discourse." Current Issues in Philology and Pedagogical Linguistics, no. 1 (2020) (February 25, 2020): 69–74. http://dx.doi.org/10.29025/2079-6021-2020-1-69-74.
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The given article investigates the conceptual sphere of the modern English pedagogical discourse. The purpose of the paper is presented by the identification of the main concepts of discourse and the ways they are verbalised by means of language. In order to meet the aim the author touches upon the main approaches to the notion “concept”, as well as the concepts already identified in the pedagogical discourse. The main research is represented by the linguacognitive, pragma-semantic, and discourse analyses of the English pedagogical discourse, represented by the authentic pedagogical articles, along with the identification of its main concepts which reflect a wide range of both social and pedagogical processes. The results of the analysis represent the English pedagogical discourse to be rather independent conceptual sphere showing its own features. The identified concepts TOLERANCE, MULTICULTURALISM, PROFICIENCY and LANGUAGE show the strong interconnection between current social phenomena and the pedagogical sphere affecting the way individuals explore the world. The actualization of these concepts becomes possible with the help of language that implements dominant lexemes, derivatives, synonyms, evaluation, and other language means to deliver the functional role of the English pedagogical discourse. The research allows us to conclude that this very type of the discourse, its conceptual sphere and complex pragmatic-communicative charge still represent a wide scope for further research that is yet to be conducted.
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Ord, Matthew. "From here." Politics of Sound 18, no. 4 (July 3, 2019): 598–616. http://dx.doi.org/10.1075/jlp.18062.ord.
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Abstract This article considers the sonic construction of place in English folk music recordings. Recent shifts in the political context have stimulated renewed interest in English identity within folk music culture. Symbolic struggles over folk’s political significance highlight both the contested nature of English identity and music’s semantic ambiguity, with texts being interpolated into discourses of both ethnic purity and multiculturalism. Following research in popular music, sound studies and multimodal communication this article explores the use of field recording to explore questions of place and Englishness in the work of contemporary folk artists. A multimodal analysis of Stick in the Wheel’s From Here: English Folk Field Recordings (2017) suggests that a multimodal approach to musical texts that attends to the semantic affordances of sound recording can provide insight into folk music’s role in debates over the nature of English identity.
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Gustafson, Per, and Ann Elisabeth Laksfoss Cardozo. "Language Use and Social Inclusion in International Retirement Migration." Social Inclusion 5, no. 4 (December 22, 2017): 69–77. http://dx.doi.org/10.17645/si.v5i4.1133.
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The migration of older people in search for improved quality of life has become an important form of human mobility, and popular retirement destinations are often highly multilingual settings. This article explores language use and social inclusion in international retirement migration through a case study of Scandinavian retirees in the Alicante province in Spain. It examines the linguistic landscape they meet, their language use and their inclusion in their new home country. Interviews with retired migrants and key local individuals show that many migrants try to learn the host country language, but that these attempts are often not very successful. As a result, they frequently use either their native language or English for everyday communication. This article elaborates on three theoretical and political notions of inclusion—assimilation, multiculturalism and civic integration—and discusses how retired migrants’ language use can be interpreted in the light of these notions.
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Pino Castillo, Patricio Andrés, Allyson Donoso, and Katherin Ortega. "Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class." International Journal of Multicultural Education 22, no. 1 (April 11, 2020): 1. http://dx.doi.org/10.18251/ijme.v22i1.1929.
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This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.
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Honsalies-Munis, Svitlana. "MULTICULTURAL PECULIARITIES OF LINGUACULTURAL REALIA IN THE NOVEL ‘JAZZ’ BY TONY MORRISON." English and American Studies 1, no. 17 (December 22, 2020): 104–11. http://dx.doi.org/10.15421/382018.
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The article deals with the issue of linguistic and cultural realia and their peculiarities in Tony Morrison’s novel «Jazz». The study is carried out in the multicultural aspect and begins with the detailed analysis of the terms ‘multiculturalism’ and ‘multicultural literature’. The theoretical background of the article is based on the works of Taylor, Sanders, Gutmann,Zverev, Tolkachev, Denisova, Tlostanova in which they defined the concept of multiculturalism and dwelled on the issues of ethnic literatures and their peculiarities. The article focuses on the specific features of the multicultural phenomenon in AfricanAmerican society, on the issues of the national identity and language identity of African-Americanpeople. The article outlines the major means of expression the national and cultural code in the artistic text, gives the definition of the term ‘realia’, emphasizes the importance of these linguistic means in conveying the authentic cultural atmosphere of the text. Characteristic features of the novel «Jazz» are analyzed in the research as well as the use of various linguo-cultural devices such as anthroponyms, toponyms, cultural and historical realia, symbols, allusions, cultural myths. The peculiarities of the language of the protagonists are also studied in detail, such as the use of African American Vernacular English. The article outlines the brightest examples of the combination of language and culture in the work of fiction in the multicultural aspect.
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Drewniak, Dagmara. "Migrant Voices in the Polish Classroom: Canadian Literature on the Tertiary Level of Education." Zeitschrift für Anglistik und Amerikanistik 67, no. 4 (December 18, 2019): 411–27. http://dx.doi.org/10.1515/zaa-2019-0030.
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Abstract This paper explores the possibilities of introducing contemporary Canadian texts into a Polish university classroom. It contextualizes teaching English language literature in Poland as well as seeks options for promoting values such as openness and tolerance while facilitating global reading and raising students’ awareness on global conflicts and their meaning in the contemporaneous world. The paper aims at demonstrating that Canadian literature courses composed of texts concerned with immigration and multiculturalism turn out to have an enormous potential in creating valuable debates on the problem of embracing otherness, seeking bridges in mutual understanding, and promoting openness towards different identities. On the basis of close readings of three texts, M. Ondaatje’s The English Patient, A.J. Borkowski’s Copernicus Avenue, and E. Stachniak’s Necessary Lies, the present article also demonstrates how Canadian literature enriches and rescales students’ perception of cultural heterogeneity and responsibility of reading, thus offering new perspectives on the rapidly changing world.
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Zatsnyi, Yurii, and Vira Drabovska. "«Ethnicity» segment’s realization of the concept «multiculturalism» by means of the XXI century phrasal innovations in the modern American English language variant of English (on the material of English learner’s explanatory dictionaries and Internet-sources)." Nova fìlologìâ, no. 77 (2019): 19–25. http://dx.doi.org/10.26661/2414-1135/2019-77-03.
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Crowley, Catherine J., Kristin Guest, and Kenay Sudler. "Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 2 (August 2015): 64–76. http://dx.doi.org/10.1044/cds22.2.64.
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What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.
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Sidhu, Ravinder, and Sandra Taylor. "Educational provision for refugee youth in Australia: left to chance?" Journal of Sociology 43, no. 3 (September 2007): 283–300. http://dx.doi.org/10.1177/1440783307080107.
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This article investigates how education bureaucracies in Australia use languages of categorization and promote community partnerships to construct and govern the refugee subject. We use a framework of governmentality to analyse education policies and statements emerging from two levels of government — Commonwealth and state. Drawing on web-based materials, policy statements and accounts of parliamentary debates, the article documents the ways in which refugee education continues to be subsumed within broader education policies and programmes concerned with social justice, multiculturalism and English language provision. Such categorizations are premised on an undifferentiated ethnoscape that ignores the significantly different learning needs and sociocultural adjustments faced by refugee students compared with migrants and international students. At the same time, educational programmes of inclusion that are concerned with utilizing community organizations to deliver services and enhance participation, point to the emergence of `government through community partnerships' — a mode of governance increasingly associated with advanced liberal societies.
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Sedarous, M., Q. Alayo, K. Subramanian, O. Nwaiwu, and P. N. Okafor. "A90 A PROPENSITY SCORE-MATCHED, STATE-LEVEL COMPARISON OF INPATIENT CIRRHOSIS OUTCOMES IN ENGLISH VS NON-ENGLISH SPEAKING PATIENTS." Journal of the Canadian Association of Gastroenterology 4, Supplement_1 (March 1, 2021): 62–63. http://dx.doi.org/10.1093/jcag/gwab002.088.
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Abstract Background United States (US) citizens speaking a foreign language at home has increased by 192% from 1980 to 2018. Aims With the increase in multiculturalism and ongoing concerns for health disparities in the US, we sought to compare inpatient outcomes between non-English speaking and English-speaking patients with cirrhosis. Methods The 2013–14 Maryland State inpatient databases were used to compare inpatient outcomes in adult patients with cirrhosis. The analysis cohort was identified using a validated algorithm of ICD-9 codes. Cirrhosis patients were stratified based on primary language into non-English-speaking patients [NESP] vs English-speaking patients [ESP]. A 1:3 propensity score matching analysis based on possible confounders was used to finalize the analysis cohort. The primary outcome (all-cause in-hospital mortality) and secondary outcomes including 30-day all-cause readmission rates, length of stay, total hospitalization charges were then compared between groups. Results In the study period, 3,035 NESP vs 21,212 ESP discharges were identified. We matched 1,659 NESP with 4,928 ESP using a 1:3 algorithm. Table 1 highlights demographic data. In the unmatched analysis, all-cause mortality was higher in the ESP cohort compared to NESP (6.71% vs 5.73%, p=0.046). However, after propensity-matching, inpatient mortality rate became comparable between both groups (6.45% vs 6.51%, p=0.9). Thirty day all-cause readmission rates were also similar between ESP vs NESP (4.87% vs 4.28%, p=0.18). Median length of stay in the ESP group was 4 days (IQR 3–8) vs 5 days (IQR 3–7) in the NESP group, while median total charges in ESP were $55,984 (IQR $33,897-$98,679) compared to $61,262 (IQR $36,228-$$108,369) in NESP. Conclusions While significant differences in socioeconomic status and payer type exist between non-English and English speaking cirrhosis patients, these do not appear to negatively impact inpatient outcomes including all-cause inpatient mortality, 30-day readmission rates, length of stay, total hospital charges. Funding Agencies None
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Satkauskaitė, Danguolė, and Alina Kuzmickienė. "Conveying Frenchness in the Dubbing of Animated Film Ratatouille." Sustainable Multilingualism 16, no. 1 (May 1, 2020): 205–26. http://dx.doi.org/10.2478/sm-2020-0010.
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SummaryDue to globalization, migration, tourism and other reasons multiculturalism and multilingualism have become the rule rather than the exception. In this context films, on the one hand, serve as a reflection of multilingual and multicultural reality, on the other hand, multilingualism inevitably occurs by translating films for different audiences since (interlingual) translation involves at least two languages. Films, in which characters belong to different cultures and languages, pose a considerable challenge to translators. Such a case is the American animated film “Ratatouille” (2007), which action takes place in France and most of its characters are French. However, by adapting the film for the main target audience – the children – the character identity is revealed not using complete foreign language dialogues but creatively combining various modes: verbal acoustic (dialogues and lyrics), verbal visual (written texts), nonverbal visual (images) and nonverbal acoustic (nondiegetic music). The same modes are applied to render culture-specific items, especially food and drink names. Since verbal mode varies depending on the target audience, American English source language as well as Lithuanian, Russian and French dubbed versions of the film “Ratatouille” will be compared in order to determine semiotic modes, which convey Frenchness. Additionally, by comparing selected dubbed versions of the film, amusing translations, resulting exactly from the encounter of cultures and languages, will be presented as well. For the research methodological approaches of audiovisual translation, multimodality and comparative method will be applied.
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Li, Yuan, and Tim Beaumont. "Dramatizing Chinese Intellectuals of the Republican Era in Face for Mr. Chiang Kai-shek: Encoding Nostalgia in a Comedy of Ideas." New Theatre Quarterly 37, no. 3 (July 19, 2021): 281–94. http://dx.doi.org/10.1017/s0266464x2100018x.
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Face for Mr. Chiang Kai-shek, one of the most influential Chinese plays to have garnered attention in recent years, serves as a reminder of the importance of campus theatre in the formation and development of modern Chinese spoken drama from the early twentieth century onwards. As an old-fashioned high comedy that features witty dialogues and conveys philosophical and political ideas, it stands in opposition to such other forms of theatre in China today as the extravagant, propagandistic ‘main melody’ plays, as well as the experimental theatre of images. This article argues that the play’s focus on Chinese intellectuals of the Republican era and their ideas encodes nostalgia both in its dramatic content and theatrical form: the former encodes nostalgia for the Republican era through a nuanced representation of Chinese intellectuals of that period, while the latter encodes nostalgia for orthodox spoken drama (huaju) in the form of a comedy of ideas. Yuan Li (first author) is Professor of English in the Faculty of English Language and Culture, Guangdong University of Foreign Studies. She has published extensively on contemporary Chinese and Anglo-Irish drama, theatre, and cinema. Tim Beaumont (corresponding author) is Assistant Professor at the School of Foreign Languages at Shenzhen University. His research is primarily philosophical, and it is currently focused on the relationship between nineteenth-century liberal nationalism and contemporary multiculturalism.
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Protassova, Ekaterina Yu. "INTERCULTURALITY IN THE MODERN RUSSIAN LINGUISTIC LANDSCAPE." Philological Class 26, no. 2 (2021): 52–67. http://dx.doi.org/10.51762/1fk-2021-26-02-04.
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The purpose of this article is to give a quick overview of intercultural tendencies in certain Russian regions’ modern linguistic landscapes: where they can be found, why languages other than Russian are used, what the purpose of their use is, and who uses them. The material for this study includes several thousand photos taken between 2010 and 2018 in different regions of Russia, representing advertising material and signboards where different languages and cultures meet. Methodologically, the photos were classified and analyzed according to the types of code-switching and hybrid structures appearing in and on them. Some history is given on the cities studied, as well as the state of the languages that are part of their linguistic repertory. A few particular situations are scrutinized, involving national republics and other areas where linguistic minorities exist (major cities, provinces, villages). A strong tendency for the use of foreign culture was evident in the findings all over the country; the English language was preferred, but not perfect; an Asian influence was emerging everywhere. Wordplay characterized the creative employment of letters and words. Yet the cultures of the former Soviet Union, as well as the cultures of linguistic minorities (other languages besides Russian) were underrepresented, even in the national republics. The conclusion is that the modern language of the street is oriented towards the fusion of diverse cultures, but not necessarily those that represent the ethnic and cultural richness of Russia. Multiculturalism as reflected in public signage is more lively than multicultural policy because of emotionality and linkages with styles and scripts.
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Garcia, Núria. "Linguistic Justice for which Demos? The Democratic Legitimacy of Language Regime Choices." Acta Universitatis Sapientiae, European and Regional Studies 9, no. 1 (October 1, 2016): 7–14. http://dx.doi.org/10.1515/auseur-2016-0002.
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Abstract In the European Union language regime debate, theorists of multiculturalism and cosmopolitanism have framed their arguments in reference to different theories of justice and democracy. Philippe Van Parijs advocates the diffusion of a lingua franca, namely English, as means of changing the scale of the justificatory community to the European level and allowing the creation of a transnational demos. Paradoxically, one key dimension of democracy has hardly been addressed in this discussion: the question of the democratic legitimacy of language regime choices and citizens’ preferences on the different language regime scenarios. Addressing the question of the congruence of language policy choices operated by national and European elites and ordinary citizens’ preferences, this paper argues first that the dimension of democratic legitimacy is crucial and needs to be taken into account in discussions around linguistic justice. Criticizing the assumption of a direct correspondence between individuals’ language learning choices and citizens’ language regime preferences made by different authors, the analysis shows the ambivalence of citizens’ preferences measured by survey data. The article secondly raises the question of the boundaries of the political community at which the expression of citizens’ preferences should be measured and demonstrates that the outcome and the fairness of territorial linguistic regimes may vary significantly according to the level at which this democratic legitimacy is taken into account.
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Franze, Sarah E., Martha Foster, Martha Abbott-Shim, Frances McCarty, and Richard Lambert. "Describing Head Start Family Service Workers: An Examination of Factors Related to Job Satisfaction, Empowerment, and Multiculturalism." Families in Society: The Journal of Contemporary Social Services 83, no. 3 (June 2002): 257–64. http://dx.doi.org/10.1606/1044-3894.23.
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The study describes a sample of Head Start family service workers and seeks to understand what personal and employment characteristics may be associated with empowerment, multiculturalism, and job satisfaction. These three outcomes were selected based on previous research and a review of the literature on performance outcomes for human service workers. Results indicate that the number of English-as-a-second-language (ESL) families served by the family service worker, the size of their caseloads, their years of Head Start work experience, and the previous enrollment of their own child in Head Start were associated with higher job satisfaction. Empowerment was predicted by the family service workers' length of time residing in the community and having had children previously attend Head Start. The multicultural sensitivity of the family service worker was associated with having a job-related license and the number of ESL families in the caseload.
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Petreikis, Tomas. "The Publishing of International Multilingual Lithuanian Periodicals (1904–1940)." Knygotyra 72 (July 9, 2019): 233–54. http://dx.doi.org/10.15388/knygotyra.2019.72.27.
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During 1904–1940, a total of 26 periodicals were published in Lithuania and in foreign countries in which the Lithuanian language was used alongside others. The demand for multilingual periodicals had emerged during the first part of the 20th c. as new cultural, economic, and political conditions took shape in Eastern and Central Europe. For the governments and businesses of Lithuania, Germany, Latvia, and Poland, the development of economic relations was of the biggest importance, and this process was to be stimulated using the multilingual publications that were being released in these countries. Also, particular importance was granted to the political cooperation of the Baltic States (Estonia, Latvia, and Lithuania). Cultural relations, on the other hand, were less expressed in the multilingual periodicals and not characterized by commercial success. For propaganda purposes, a considerable number of multilingual publications were released by Germany during the First World War. Apart from Lithuanian, these multilingual publications were marked by the use of German, English, Polish, French, Latvian, and Russian languages; among the rarer instances were Belarusian, Yiddish, and Estonian texts. The emergence of multilingual periodicals and the presence of the Lithuanian language in these publications reflected the international recognition of the Lithuanian nation and its state. It represented an understanding of multiculturalism and peculiar needs within the society and resembled the dialogue occurring across the political, economic, and cultural dimensions.
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Moore-Jones, P. J. "The benefits and pitfalls of a multicultural teaching faculty and a monocultural student population: An interpretive analysis of tertiary teachers’ and students’ perceptions in the United Arab Emirates." Journal of Language and Cultural Education 3, no. 3 (September 1, 2015): 69–84. http://dx.doi.org/10.1515/jolace-2015-0021.
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Abstract Emirati students at public universities have a wide demographic of faculty members teaching them courses in their second language, English. These faculty members bring with them their own cultural assumptions, epistemologies and use of language which at times are in stark contrast to those of the students. The aim of the research is to shed light on the effects that a multicultural faculty have on a monocultural student body and vice versa. This study looks at both faculty and students’ perceptions of public tertiary education in the UAE. Namely, the research questions surround themes regarding the benefits and pitfalls of multiculturalism in a university environment. Contentions are made based on qualitative data received regarding the levels of intercultural competence of both faculty and students. Noted are the importance of intercultural competence, how and why it is significant to have not only as a globalized member of a multicultural teaching faculty but how and why it is a central skill the fresh graduates must develop during their undergraduate careers.
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Morganna, Ruly, Sumardi Sumardi, and Sri Samiati Tarjana. "Teaching Culture: The Prevailing Stance of Indonesian EFL Teachers." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 6, 2018): 317. http://dx.doi.org/10.18415/ijmmu.v5i4.169.
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The view of culture in EFL learning is growing from modernist to postmodernist perspective (Kramsch, 2013). Such growth gives impacts on the view and implementation of EFL learning. Accordingly, this study investigated the prevailing stance of Indonesian EFL teachers regarding teaching cultures. The stance in this sense was explored from the teachers’ paradigm to practice. This study engaged 17 English teachers with a variety of experiences, and they were purposively selected from different schools. This study revealed evidence that although the nature of Indonesian people were multicultural, and the essence of English as an International language was as a mediator of cross-cultural communication, dominantly Indonesian EFL teachers, the subjects of this study, still stood on modernist perspective and had not incorporated the nuance of multiculturality and interculturality as an important part of EFL learning. Only few of them did otherwise with postmodernist perspective. As an implication, this study really supported Indonesian English teachers to take a stance on postmodernist perspective in executing EFL learning to meet the students’ nature and that of English as a global language. The contribution offered by this study is to give evidence prevailing to Indonesian EFL learning and insights promoting its development in order for the curriculum can help systemize the nuance of multiculturality and interculturality in EFL learning. Keywords: Indonesian EFL learning; EFL teachers’ stance; teaching culture; English as an international language
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Fumanti, Mattia. "“Virtuous Citizenship”:Ethnicity and Encapsulation among Akan-Speaking Ghanaian Methodists in London." African Diaspora 3, no. 1 (2010): 12–41. http://dx.doi.org/10.1163/187254610x505655.
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Abstract Akan-speaking Methodists in London make sense of their diasporic experience by claiming ‘virtuous’ citizenship. Regardless of their legal and formal status, they feel themselves to be citizens of Britain as Methodists, workers and law-abiding subjects. Active membership in the British Methodist church, conceived as an English transnational polity extending to Ghana, allows for this alternative construction, rooted in Methodist Christian ideology of universal and selfless love, and the Akan concept of tema ‐ empathy for the pain of others, expressed in moral and material obligations to humanity at large, and family or fellowship members. Encapsulation in ethnically exclusive fellowships has become, however, highly problematic for the British Methodist Church whose internal conversation mirrors wider debates in Britain on multiculturalism and immigrant citizenship. Ghanaians themselves are increasingly aware of this critique, but for them ethnic fellowships do not imply exclusion or exclusiveness: they are the loci where people’s agency is experienced, and where they gain recognition and distinction.
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Moloney, Robyn, and Andrew Giles. "Plurilingual pre-service teachers in a multicultural society." Australian Review of Applied Linguistics 38, no. 3 (January 1, 2015): 123–38. http://dx.doi.org/10.1075/aral.38.3.03mol.
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In view of the increasing cultural and linguistic diversity in school classrooms in many English-majority countries, the profile of the pre-service teachers being trained to teach in those classrooms has become of research interest. It was found in a cohort of Australian pre-service teachers that one third of the cohort was plurilingual. This article reports the findings of a project which interviewed fifteen plurilingual pre-service teachers about their linguistic identity, tertiary studies, experiences during practicum teaching, and their beliefs about their future teaching career. The findings reveal dynamic, hybrid, empowered plurilingual identities within their personal lives. In their university studies, however, their skills are invisible, as there are no links made between their identities and their developing professional skills as new teachers. Experiences during practicum included both some validating interactions in diverse schools, but also feelings of exclusion in monolingual schools. The pre-service teachers were insightful as to the valuable skills they possessed which could enhance student learning. The study indicates the need, within the discourse of Australian multiculturalism, for teacher standards, teacher education and schools to recognise plurilingual pre-service teachers’ abilities as a teaching and learning resource, in order for them to achieve an integrated professional identity.
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Miles, William F. S. "Between Ashkenaz and Québécois: Fifty Years of Francophone Sephardim in Montréal." Diaspora: A Journal of Transnational Studies 16, no. 1-2 (March 2012): 29–66. http://dx.doi.org/10.3138/diaspora.16.1-2.29.
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As a result of its historical cleavage on the basis of language (English and French) and the continuing importance of a majoritarian Francophone province (Québec), Canada is proactive about protecting communal identity. This double context of a proactive Canadian commitment to identity and Québécois commitment to Francophonie inadvertently encourages the preservation of ethnolinguistic distinctions within the Jewish community. Diasporic Jewish experience in Canada is thus intrinsically different from what prevails in the United States, particularly as it relates to Francophone Jewry. In Montréal, the religious ideal of klal Yisrael—unity of the Jewish people— is significantly tempered by the bilingual host environment. Canadian multiculturalism serves as a buffer for the ethnic identity of Jews from North Africa, while Montréal bilingualism encourages Frenchspeaking Jews to preserve their identity as Francophones. Ideal notions thus operate in contradiction with social fact: the ethnoreligious ideal of a single Jewish people transcending all sub-group divergences versus the lived reality that Ashkenazim and Sephardim are distanced by divergent histories, traits, languages, and rites. This surrounding national (and, in Québec, sub-national) context fosters— indeed, encourages—the preservation of ethnolinguistic distinctions within the Jewish community. In this way, the Québec Jewish experience differs substantially from both Israel (where language is no longer a significant differentiator between Ashkenazim and Sephardim) and the United States. These conclusions remain salient fifty years after the Sephardic community first began its collective emigration to Québec.