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Journal articles on the topic 'Language programs'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Work, Rhonda S., JoAn A. Cline, Barbara J. Ehren, Diane L. Keiser, and Christine Wujek. "Adolescent Language Programs." Language, Speech, and Hearing Services in Schools 24, no. 1 (January 1993): 43–53. http://dx.doi.org/10.1044/0161-1461.2401.43.

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In recent years, many states have mandated that all students have access to diploma options rather than a single standard diploma. As a result, school districts have restructured programs and curricula to meet the needs of a wide range of students with varying learning styles. Services to middle and high school students with communication disorders have been evaluated, and new or modified programs have been designed to meet the needs of adolescent learners. Programs for students with language disorders have been developed, based on secondary-school organization and on the philosophy that earning credit for classes in speech-language is appropriate for these students. Four school programs from across the United States are described in this article, which presents sample segments of individual education plans (IEPs) from these programs.

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2

Cutietta, Robert A. "Language and Music Programs." General Music Today 9, no. 2 (January 1996): 26–31. http://dx.doi.org/10.1177/104837139600900209.

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3

Kresin, Susan. "Slavic and East European Language Programs and Heritage Language Communities." East/West: Journal of Ukrainian Studies 4, no. 1 (March 4, 2017): 11. http://dx.doi.org/10.21226/t2c014.

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Among Slavic and East European heritage communities, the post-1989 geopolitical situation in Central and Eastern Europe has changed both emigration patterns and core aspects of the relationship between speakers in the homeland and abroad. Many speakers have both an enhanced motivation to maintain their heritage languages and greater resources to do so. As a reflection of this increased interest in Slavic and East European heritage languages, recent years have witnessed a rise in the number and scope of community language schools, established primarily by parents who wish to ensure that their children maintain active use of their heritage languages. At the same time, many Slavic and East European language programs at the college level have increasingly come under threat, due to the combination of reduced enrollments, greater administrative focus on class sizes, and a loss of federal funding. In this paper, using Czech as the base language, I suggest that by placing a greater emphasis on connections with heritage communities, we may be able to enhance the viability of Slavic and East European programs at the college level. This potential is supported by a marked increase in research on heritage language learners over the past two decades, which provides a foundation for curricular adjustments that address the specific needs of heritage language learners.

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Johnston, Bill, and Shannon Peterson. "The program matrix: A conceptual framework for language programs." System 22, no. 1 (February 1994): 63–80. http://dx.doi.org/10.1016/0346-251x(94)90041-8.

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5

Babb, Joseph, and Joohyung Lee. "Action language ℬ𝒞+." Journal of Logic and Computation 30, no. 4 (September 5, 2015): 899–922. http://dx.doi.org/10.1093/logcom/exv062.

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Abstract Action languages are formal models of parts of natural language that are designed to describe effects of actions. Many of these languages can be viewed as high-level notations of answer set programs structured to represent transition systems. However, the form of answer set programs considered in the earlier work is quite limited in comparison with the modern Answer Set Programming (ASP) language, which allows several useful constructs for knowledge representation, such as choice rules, aggregates and abstract constraint atoms. We propose a new action language called BC +, which closes the gap between action languages and the modern ASP language. The main idea is to define the semantics of BC + in terms of general stable model semantics for propositional formulas, under which many modern ASP language constructs can be identified with shorthands for propositional formulas. Language BC + turns out to be sufficiently expressive to encompass the best features of other action languages, such as languages B , C , C + and BC . Computational methods available in ASP solvers are readily applicable to compute BC +, which led to an implementation of the language by extending system cplus2asp .

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Larson, Phyllis Hyland. "Japanese Language Programs in Minneapolis." Journal of the Association of Teachers of Japanese 20, no. 1 (April 1986): 49. http://dx.doi.org/10.2307/489517.

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7

DOUGHTY, CATHERINE J. "Accountability of Foreign Language Programs." Modern Language Journal 99, no. 2 (June 2015): 412–15. http://dx.doi.org/10.1111/modl.12234_6.

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8

Harvey, R. J. "Language processing and computer programs." Behavioral and Brain Sciences 9, no. 3 (September 1986): 549–50. http://dx.doi.org/10.1017/s0140525x00047038.

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9

Tarlecki, Andrzej. "A language of specified programs." Science of Computer Programming 5 (1985): 59–81. http://dx.doi.org/10.1016/0167-6423(85)90004-8.

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10

Lupyan, Gary, and Benjamin Bergen. "How Language Programs the Mind." Topics in Cognitive Science 8, no. 2 (July 17, 2015): 408–24. http://dx.doi.org/10.1111/tops.12155.

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11

Ekkens, Kristin, and Paula Winke. "Evaluating Workplace English Language Programs." Language Assessment Quarterly 6, no. 4 (October 21, 2009): 265–87. http://dx.doi.org/10.1080/15434300903063038.

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12

Rajulain, Muhammad. "THE EFFECT OF TELEVISION PROGRAM ON CHILDREN’S FOREIGN LANGUAGE ACQUISITION." Diksi 27, no. 1 (August 15, 2019): 49–55. http://dx.doi.org/10.21831/diksi.v27i1.26176.

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(Title: The Effect of Television Program on Children’s Foreign Language Acquisition). Since it was first discovered in the 1920s, television has become an integral part of modern human life. The influence of television programs or programs on children's foreign language acquisition has become an interesting research subject to study. This study aims to determine the effect of television programs on the acquisition of foreign languages in a subject aged two years and three months using a qualitative method where the researcher also acts as an observer. The data obtained is recorded in the form of a diary, and interviews are conducted with parents and the people closest to the subject to obtain accurate data. The results of the study showed that the television programs being watched did not have a significant effect on the acquisition of foreign languages on the subjects studied. Keywords: Television programs, foreign language acquisition, children

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13

Philippova, Evgenia Yu. "Included or excluded: Minority languages in government programs texts in multi-ethnic regions of the Russian Federation." Ars Administrandi (Искусство управления) 12, no. 4 (2020): 577–94. http://dx.doi.org/10.17072/2218-9173-2020-4-577-594.

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Introduction: the inclusion of the language issue into the institutional agenda is a topical matter for Russia with its multiple ethnic groups speaking their native language. However, such an inclusion can be implemented in different forms and to a different degree, in particular, in the context of thematic government programs. The study attempts to determine the variability spectrum in the practices of including the ethnic minorities’ languages into thematic government programs texts in the multi-ethnic regions of the Russian Federation. Objectives: to identify models for including the language component into thematic government programs texts operating in multi-ethnic Russian regions, to understand the scale of the existing variability, taking into account the ethnolinguistic structure of the population in this regions. Methods: cross-regional comparative content analysis of thematic government programs in Russian multi-ethnic regions. Results: the presence of cross-regional variability was determined in the inclusion of the language component into thematic government programs texts of three types: the programs in the field of national policy, in education and in relation to the preservation, development and study of the regional languages. Four models of including the language component into thematic government programs texts have been identified: “all-encompassing”, “title-oriented”, “priority selective” and “ignoring”. No stable relationship between the specificity of the ethno-national structure of the Russian regions population and the variability of mentioning the languages in thematic government programs texts has been found. Conclusions: the variability of the language component inclusion into thematic government programs texts is manifested in the extent and depth of language topics coverage, therefore there is a need for an additional research through a qualitative comparative analysis of a selection of cases.

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Jha, R., J. M. Kamrad, and D. T. Cornhill. "Ada program partitioning language: a notion for distributing Ada programs." IEEE Transactions on Software Engineering 15, no. 3 (March 1989): 271–80. http://dx.doi.org/10.1109/32.21755.

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15

SULLIVAN, JOANN HAMMADOU. "The Importance of Program Evaluation in Collegiate Foreign Language Programs." Modern Language Journal 90, no. 4 (December 2006): 590–93. http://dx.doi.org/10.1111/j.1540-4781.2006.00466_6.x.

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16

Makin, Laurie. "Supporting children’s home languages in mainstream educational programs." Australian Review of Applied Linguistics 15, no. 1 (January 1, 1992): 71–84. http://dx.doi.org/10.1075/aral.15.1.04mak.

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Abstract If we are to ensure that language and communication skills for national needs are developed through education, then we cannot afford to neglect the existing language resources which Australia’s children bring to early childhood and primary school programs. Conservation of these resources can range along a continuum from home language support in mainstream educational programs to full bilingual education programs. The greatest range of national needs will be met through full bilingual education. However, in the current educational and political climate, such programs are unlikely to expand. In such a climate, it is important to ensure that no avenue of linguistic conservation is neglected. The Home Language Support Project, described in this paper, is one attempt to help mainstream teachers include children’s home languages in educational programs. The Project is described briefly, and one of the questions which arose during its implementation is discussed -language delivery patterns in home language support programs and the issue of code switching.

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17

Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.

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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.

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18

Arceri, Vincenzo, Isabella Mastroeni, and Sunyi Xu. "Static Analysis for ECMAScript String Manipulation Programs." Applied Sciences 10, no. 10 (May 20, 2020): 3525. http://dx.doi.org/10.3390/app10103525.

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In recent years, dynamic languages, such as JavaScript or Python, have been increasingly used in a wide range of fields and applications. Their tricky and misunderstood behaviors pose a great challenge for static analysis of these languages. A key aspect of any dynamic language program is the multiple usage of strings, since they can be implicitly converted to another type value, transformed by string-to-code primitives or used to access an object-property. Unfortunately, string analyses for dynamic languages still lack precision and do not take into account some important string features. In this scenario, more precise string analyses become a necessity. The goal of this paper is to place a first step for precisely handling dynamic language string features. In particular, we propose a new abstract domain approximating strings as finite state automata and an abstract interpretation-based static analysis for the most common string manipulating operations provided by the ECMAScript specification. The proposed analysis comes with a prototype static analyzer implementation for an imperative string manipulating language, allowing us to show and evaluate the improved precision of the proposed analysis.

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19

Khawaja, Masud. "Consequences and Remedies of Indigenous Language Loss in Canada." Societies 11, no. 3 (August 2, 2021): 89. http://dx.doi.org/10.3390/soc11030089.

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Many Indigenous languages in Canada are facing the threat of extinction. While some languages remain in good health, others have already been lost completely. Immediate action must be taken to prevent further language loss. Throughout Canada’s unacceptable history of expunging First Nations’ ways of life, systemic methods such as residential schools attempted to eradicate Indigenous cultures and languages. These efforts were not entirely successful but Indigenous language and culture suffered greatly. For Indigenous communities, language loss impaired intergenerational knowledge transfer and compromised their personal identity. Additionally, the cumulative effects of assimilation have contributed to poor mental and physical health outcomes amongst Indigenous people. However, language reclamation has been found to improve well-being and sense of community. To this objective, this paper explores the historical context of this dilemma, the lasting effects of assimilation, and how this damage can be remediated. Additionally, we examine existing Indigenous language programs in Canada and the barriers that inhibit the programs’ widespread success. Through careful analysis, such barriers may be overcome to improve the efficacy of the programs. Institutions must quickly implement positive changes to preserve Indigenous languages as fluent populations are rapidly disappearing.

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20

de Jong, Ester J. "Program design and two-way immersion programs." Language Immersion Education 2, no. 2 (September 12, 2014): 241–56. http://dx.doi.org/10.1075/jicb.2.2.06jon.

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Two-way immersion (TWI) programs have provided an effective bilingual alternative to monolingual approaches to educating language minority students. This article reviews the research related to two program design questions: are TWI programs effective for different groups of students within the program and what role does school context play in the program’s effectiveness?

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21

Portis, Mary. "Language Sensitive Health Education – Lessons from the Field." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 3–12. http://dx.doi.org/10.32398/cjhp.v1i2.1678.

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In these times of language diverse communities, it is difficult to present health education programs in the first language of every participant. Use of language-sensitive techniques helps those with limited English to understand the health message and learn health skills. This article describes simple techniques that can be incorporated into any program serving low income, language-diverse populations. / En estos tiempos de comunidades con diversos idiomas, es muy difícil de presentar programas educativos de salud en el primer idioma de cada participante. El uso de técnicas que sean sensitivas a diversos idiomas ayudan a aquellos con Ingles limitado a entender el mensaje de salud, al igual que aprender destrezas de salud. Este artículo describe técnicas simples que pueden ser incorporadas en cualquier programa que provea servicios a poblaciones de bajo ingreso y diversos idiomas.

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22

Portis, Mary. "Language Sensitive Health Education – Lessons from the Field." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 43536. http://dx.doi.org/10.32398/cjhp.v1i2.423.

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In these times of language diverse communities, it is difficult to present health education programs in the first language of every participant. Use of language-sensitive techniques helps those with limited English to understand the health message and learn health skills. This article describes simple techniques that can be incorporated into any program serving low income, language-diverse populations. / En estos tiempos de comunidades con diversos idiomas, es muy difícil de presentar programas educativos de salud en el primer idioma de cada participante. El uso de técnicas que sean sensitivas a diversos idiomas ayudan a aquellos con Ingles limitado a entender el mensaje de salud, al igual que aprender destrezas de salud. Este artículo describe técnicas simples que pueden ser incorporadas en cualquier programa que provea servicios a poblaciones de bajo ingreso y diversos idiomas.

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23

Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL programs." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 4.1–4.21. http://dx.doi.org/10.2104/aral0604.

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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL Programs." Australian Review of Applied Linguistics 29, no. 1 (2006): 4.1–4.21. http://dx.doi.org/10.1075/aral.29.1.02bor.

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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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25

Jolly, Lesley. "Waving a Tattered Banner? Aboriginal Language Revitalisation." Aboriginal Child at School 23, no. 3 (September 1995): 1–19. http://dx.doi.org/10.1017/s0310582200004880.

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This paper examines the philosophy and practice of programs that aim to maintain, renew, or revive Aboriginal languages in Australia. I focus here on languages, mainly those of urban and rural rather than remote areas, for which there are few if any fluent speakers left. I will refer to them as dead or dying languages although I am aware that in the Aboriginal tradition people consider themselves to own languages that neither they themselves nor their dose kin speak, and that this ownership is very much a part of a living culture. I begin by reviewing some basic issues that arise in planning language programs for such languages. The final section considers some of the factors affecting the success of such programs.

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Moore, Paul J., and Adriana Díaz. "Conceptualizing language, culture and intercultural communication in higher education languages programs." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 192–213. http://dx.doi.org/10.1075/aral.00024.moo.

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Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.

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Gasca Jiménez, Laura, and Sergio Adrada-Rafael. "Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs." Languages 6, no. 1 (February 27, 2021): 37. http://dx.doi.org/10.3390/languages6010037.

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Despite the prevalence of mixed language programs across the United States, their impact on the unique socio-affective needs of heritage language (HL) students has not been researched sufficiently. Therefore, the present study examines HL learners’ critical language awareness (CLA) in a mixed Spanish undergraduate program at a small private university in the eastern United States. Sixteen HL learners enrolled in different Spanish upper-level courses participated in the study. Respondents completed an existing questionnaire to measure CLA, which includes 19 Likert-type items addressing different areas, such as language variation, language ideologies, bilingualism, and language maintenance. Overall, the results show that learners in the mixed language program under study have “somewhat high” and “high” levels of CLA. The increased levels of CLA in learners who had completed three courses or more in the program, coupled with their strong motivation, suggests that this program contributes positively toward HL students’ CLA. However, respondents’ answers also reveal standard language ideologies, as well as the personal avoidance of code-switching. Based on these findings, two areas that could benefit from a wider representation in the curriculum of mixed language programs are discussed: language ideologies and plurilingual language practices.

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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.

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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary. Keywords: foreign language, motivation, language studies, English, French, Spanish, German

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29

Benmamoun, Elabbas, and Olga Kagan. "The Administration of Heritage Language Programs: Challenges and Opportunities." Heritage Language Journal 10, no. 2 (September 30, 2013): 281–93. http://dx.doi.org/10.46538/hlj.10.2.8.

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This paper grew out of a presentation given by Elabbas Benmamoun at the Sixth Heritage Language Research Institute held at UCLA in June, 2012. On the last day of the institute, Benmamoun participated in a panel entitled Lessons Learned: The Implications for Flagship Programs. The Language Flagship, which co-sponsored the 2012 institute together with the National Heritage Language Resource Center (NHLRC), aims to prepare a cohort of university graduates who have studied a language deemed critical to U.S. competitiveness and security in sufficient depth such that they achieve an advanced level of mastery. An “advanced level” is usually defined with reference to proficiency level descriptors used by the American Council on the Teaching of Foreign Languages (ACTFL) and the Interagency Language Roundtable (ILR), namely ACTFL Advanced or ILR 2. The question then arises: outside the 26 Flagship programs established in American universities, how can the general population of language learners be supported and motivated to achieve this level of proficiency?

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30

Crookes, Graham. "Program Theory and the University of Hawai'i Korean Language Flagship Programs." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 63–76. http://dx.doi.org/10.2307/42922358.

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ABSTRACT The paper presents the concept of 'program theory' as a way of conceptualizing key factors, presumably contributing to success, of a language program. It then considers two possible systemic structures advanced historically and eventually introduced into the literature of language teaching, that could be drawn on in conceptualizing or searching for program theory: open systems theory and activity theory. Finally, a pilot investigation underway of the Korean Language Flagship program is briefly and partially reported, which suggests a number of putative key features contributing to the program's success.

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Crookes, Graham. "Program Theory and the University of Hawai'i Korean Language Flagship Programs." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 63–76. http://dx.doi.org/10.2307/korelangamer.17.2012.0063.

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ABSTRACT The paper presents the concept of 'program theory' as a way of conceptualizing key factors, presumably contributing to success, of a language program. It then considers two possible systemic structures advanced historically and eventually introduced into the literature of language teaching, that could be drawn on in conceptualizing or searching for program theory: open systems theory and activity theory. Finally, a pilot investigation underway of the Korean Language Flagship program is briefly and partially reported, which suggests a number of putative key features contributing to the program's success.

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32

Nur, Mawardi Muhammad, Sofyan Abdul Gani, Iskandar Abdul Samad, and Wardani Muhammad Nur. "Pesantren readiness for the English programs." English Education Journal 12, no. 2 (April 30, 2021): 218–35. http://dx.doi.org/10.24815/eej.v12i2.19176.

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Indonesia does not guarantee legitimately English as a second language. However, numerous Indonesian schools officially teach English, including pesantren (Mawardi, Maulidiansyah, Kamal, Nasai, 2019). Historically, the pesantren is an Islamic educational institution that teaches students through classical Islamic books (Fadhilah, 2011). Now, pesantren has been teaching modern lessons, including foreign languages such as English (Tahir, 2015). This study was designed to investigate the pesantren's readiness for English programs. Data collection was done by interview, observation, and documentation. Participants are people who are closely related to the object of research. A total of two English language coordinators were interviewed to obtain data on the pesantren's readiness for the English programs. The researchers also did observation and documentation to obtain supporting data from the research objects. The findings reveal that the pesantren's readiness for English language programs is outstanding in terms of the kinds of English programs, teachers' contributions, supporting facilities, and the pesantren environment itself. These findings are in line with previous researchers' findings, such as Insan (2019), Yulistiya (2020), and Setiawati (2018), stating that there are excellent programs for the advancement of students a foreign language.

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Cummins, Jim. "Rethinking pedagogical assumptions in Canadian French immersion programs." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

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Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests concrete strategies for optimizing students’ bilingual and biliteracy development.

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34

Jeong, Hee-Jeong. "Needs Analysis of Korean Language Programs." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 49–62. http://dx.doi.org/10.2307/42922357.

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ABSTRACT In recent decades, Korean language programs at both secondary and post-secondary levels have shown tremendous qualitative and quantitative growth in the US. According to the Modern Language Association (MLA), the number of students studying Korean in the US increased from 168 students in 1960, to 8511 students in 2009. At the University of Hawaii at Manoa (UHM), the first Korean language course was offered in 1946 to 10 students; as of Spring 2011, 582 students were enrolled in 50 Korean classes. As technology, pedagogical methods, and instructor quality have developed, language education has undergone tremendous change. And students' needs and motivations have changed enormously as well. In order to assess these changes, a needs analysis was conducted for Korean language programs in Hawaii, from high school through graduate school, in order to (i) identify Korean language learners' motivations and needs, and (ii) analyze differences among students based on (a) grade level, (b) proficiency level, and (c) status as heritage or non-heritage speaker. The results reveal the strengths and weaknesses of the current curriculum in satisfying the expectations and desires of students.

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Jeong, Hee-Jeong. "Needs Analysis of Korean Language Programs." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 49–62. http://dx.doi.org/10.2307/korelangamer.17.2012.0049.

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ABSTRACT In recent decades, Korean language programs at both secondary and post-secondary levels have shown tremendous qualitative and quantitative growth in the US. According to the Modern Language Association (MLA), the number of students studying Korean in the US increased from 168 students in 1960, to 8511 students in 2009. At the University of Hawaii at Manoa (UHM), the first Korean language course was offered in 1946 to 10 students; as of Spring 2011, 582 students were enrolled in 50 Korean classes. As technology, pedagogical methods, and instructor quality have developed, language education has undergone tremendous change. And students' needs and motivations have changed enormously as well. In order to assess these changes, a needs analysis was conducted for Korean language programs in Hawaii, from high school through graduate school, in order to (i) identify Korean language learners' motivations and needs, and (ii) analyze differences among students based on (a) grade level, (b) proficiency level, and (c) status as heritage or non-heritage speaker. The results reveal the strengths and weaknesses of the current curriculum in satisfying the expectations and desires of students.

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Xu, Nuo. "Mandarin Chinese dual language immersion programs." Bilingual Research Journal 44, no. 1 (January 2, 2021): 144–49. http://dx.doi.org/10.1080/15235882.2021.1923587.

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Adl-Tabatabai, Ali-Reza, Geoff Langdale, Steven Lucco, and Robert Wahbe. "Efficient and language-independent mobile programs." ACM SIGPLAN Notices 31, no. 5 (May 1996): 127–36. http://dx.doi.org/10.1145/249069.231402.

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Matthews, Jacob, and Robert Bruce Findler. "Operational semantics for multi-language programs." ACM Transactions on Programming Languages and Systems 31, no. 3 (April 2009): 1–44. http://dx.doi.org/10.1145/1498926.1498930.

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Matthews, Jacob, and Robert Bruce Findler. "Operational semantics for multi-language programs." ACM SIGPLAN Notices 42, no. 1 (January 17, 2007): 3–10. http://dx.doi.org/10.1145/1190215.1190220.

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Goodman, Joan F., Jill Greenberg, and Elizabeth Pollak. "Learning Language in Early Intervention Programs." Early Education & Development 4, no. 3 (July 1993): 204–16. http://dx.doi.org/10.1207/s15566935eed0403_6.

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Cilo, Dan C. "Taking Another Look at Language Programs." NASSP Bulletin 78, no. 562 (May 1994): 7–12. http://dx.doi.org/10.1177/019263659407856203.

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Montague, Nicole S. "Critical Components for Dual Language Programs." Bilingual Research Journal 21, no. 4 (October 1997): 409–17. http://dx.doi.org/10.1080/15235882.1997.10162713.

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Ingleson, John. "The year‐in‐Asia language programs." Asian Studies Review 16, no. 2 (November 1992): 52–54. http://dx.doi.org/10.1080/03147539208712839.

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Jensen, Julie M., and Nancy Roser. "Basal Readers and Language Arts Programs." Elementary School Journal 87, no. 3 (January 1987): 375–83. http://dx.doi.org/10.1086/461502.

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Blaine, J. David, and Richard A. Kemmerer. "Complexity measures for assembly language programs." Journal of Systems and Software 5, no. 3 (August 1985): 229–45. http://dx.doi.org/10.1016/0164-1212(85)90023-8.

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Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students." Harvard Educational Review 67, no. 3 (September 1, 1997): 391–430. http://dx.doi.org/10.17763/haer.67.3.n5q175qp86120948.

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Dual-language immersion programs have received a great deal of attention from parents, researchers, and policymakers. The supporters of dual-language immersion see the promise of providing first-language instruction for children with non-English-speaking backgrounds, while simultaneously offering monolingual children access to non-English languages. In this article, Guadalupe Valdés concentrates on the possible negative effects of the dual-language immersion movement. After reviewing the literature on the success and failure of Mexican-origin children, the author raises difficult questions surrounding the use of dual-language immersion in the education of language-minority students. Among the issues raised are the quality of instruction in the minority language, the effects of dual immersion on intergroup relations, and, ultimately, how dual-language immersion programs fit into the relationship between language and power and how that relationship may affect the children and society.

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Commissaire, Eva, Adrian Pasquarella, Becky Xi Chen, and S. Hélène Deacon. "The development of orthographic processing skills in children in early French immersion programs." Written Language and Literacy 17, no. 1 (April 11, 2014): 16–39. http://dx.doi.org/10.1075/wll.17.1.02com.

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Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of Canadian children attending a French immersion program and we investigated the underlying factor structure of orthographic skills across English and French. Two orthographic processing tasks were administered in both languages: lexical orthographic processing (e.g. choose the correct spelling from people–peeple) and sub-lexical orthographic processing (e.g. which is the more word-like vaid–vayd?), which included both language-specific and language-shared orthographic regularities. Children’s performances in sub-lexical tasks increased with grade but were comparable across languages. Further, evidence for a one factor model including all measures suggested that there is a common underlying orthographic processing skill that cuts across measurement and language variables. Keywords: orthographic processing; reading; French immersion; bilinguals; second language learners

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Mady, Callie. "Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view." Brock Education Journal 28, no. 2 (June 17, 2019): 82–95. http://dx.doi.org/10.26522/brocked.v28i2.490.

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In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages. With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming.

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"Language and Area Programs." PMLA/Publications of the Modern Language Association of America 122, no. 4 (September 2007): 1272–74. http://dx.doi.org/10.1632/s0030812900087678.

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"Language and Area Programs." PMLA/Publications of the Modern Language Association of America 123, no. 4 (September 2008): 1239–41. http://dx.doi.org/10.1632/s0030812900089227.

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