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Academic literature on the topic 'Languages Other Than English (LOTE)'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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Journal articles on the topic "Languages Other Than English (LOTE)"

Lu, Juexuan, Lifen He, and Qi Shen. "LOTE (Languages Other than English) learners’ investment in learning languages." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 55–64. http://dx.doi.org/10.5209/clac.71995.

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This study draws on the model of language learning investment to explore China’s LOTE (Languages Other than English) students’ learning motivation. Data collected through in-depth interviews with 35 university students were analyzed in an inductive way. The findings show that: (1) the participants invested in learning LOTEs because they had enough affordances (resources applicable to LOTE learning) and/or perceived target language-related benefits (economic, cultural or social ones) from LOTE learning, even though most of our participants were initially involuntary applicants; (2) students were reluctant to invest in learning their target language(s) and merely strove to fulfil their program(s) when they were lacking affordances, perceiving few benefits, or even devalued by the in-context ideologies. These findings provide important implications for LOTE educators to motivate their students, and for policy makers to improve China’s LOTE education.

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Jan, Anbareen, Moses Stephens Samuel, and Ali Shafiq. "PEDAGOGICAL PRACTICES OF LANGUAGES OTHER THAN ENGLISH TEACHERS: A CASE STUDY OF A MALAYSIAN PRIVATE UNIVERSITY." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 77–99. http://dx.doi.org/10.32890/mjli2020.17.1.4.

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Purpose - Internationalization of education has made it important to have not only a command of English as a global language, but also of Languages Other Than English (LOTEs), which can be a second, national or heritage language. This narrative inquiry explored LOTE teachers’ perspectives on their use of English and other pedagogical practices for teaching LOTE to international students. Methodology - Narratives of three language teachers from different linguistic and cultural backgrounds, teaching French, Korean and Mandarin at a private university in Malaysia were recorded. Their discussion addressed key issues in teaching LOTE such as teaching strategies, use of technology and the importance of using English for teaching LOTEs. Data was analysed using Nvivo, applying Saldana’s (2016) coding technique, consisting of structural, descriptive and values coding. 48 codes emerged during the first cycle coding, which were placed under nine categories in the second and final coding process. Findings - Data revealed that for achieving practical outcomes, technologically integrated teaching is an alternative to traditional teaching practices. Further, teachers’ narratives also showed the importance of English in LOTE teaching, owing to the internationalization of education. Significance – The study explored LOTE pedagogy through the narratives of teachers, who are key stakeholders. The findings will help LOTE teachers reflect on their own teaching practices, and familiarize them with current pedagogy, including technology integration. They would also be useful in other contexts where LOTE is offered as a foreign language.

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Yang, Ping. "Intercultural Responsiveness: Learning Languages Other Than English and Developing Intercultural Communication Competence." Languages 5, no. 2 (June 2, 2020): 24. http://dx.doi.org/10.3390/languages5020024.

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This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little presence in Australian university curricula. No Australian universities require that students need to learn a LOTE to meet the course requirements. Learning a LOTE is conducive to both bilingual/multilingual and intercultural communication competence development. Furthermore, most current work studies intercultural verbal communication competence more than intercultural nonverbal communication competence. While intercultural verbal communication is audio-oriented, voiced, and externalized with open messages, intercultural nonverbal communication is visually oriented, silent, and internalized with hidden cues. Only when both components are considered can people achieve effective intercultural communication. The implications for learning a LOTE and developing intercultural communication competence are discussed.

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Chen, Xiuwen, Ke Zhao, and Jian Tao. "Language Learning as Investment or Consumption? A Case Study of Chinese University Students’ Beliefs about the Learning of Languages Other than English." Sustainability 12, no. 6 (March 11, 2020): 2156. http://dx.doi.org/10.3390/su12062156.

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This study draws on the notions of investment and consumption to interpret beliefs about learning languages other than English (LOTEs) among learners in Chinese universities. By interviewing 23 Chinese university students learning French or Spanish in a master’s program, we found that most participants questioned the usefulness of LOTEs for their professional career and viewed learning LOTEs as part of leisure and consumption rather than investment. Only a small number of participants related their language skill development to career aspirations and were motivated to continue learning LOTEs after the end of their LOTE classes. To further explain the different language beliefs about LOTE learning, we examined the identities of these LOTE learners. The analysis identified four patterns of ‘imagined identity’, indicating that the difficulty experienced by individual learners in anticipating the usefulness of LOTEs in their ‘imagined identity’ in the future, especially in their professional career, led to their belief about LOTEs as consumption and leisure rather than investment. This paper concludes with some implications for language policy planners in sustaining multilingual learning in Chinese higher education.

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Kang, Minghao, Qi Shen, and Yongyan Zheng. "LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective." Sustainability 14, no. 17 (August 30, 2022): 10788. http://dx.doi.org/10.3390/su141710788.

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

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Guo, Yadong, Helena Sit, and Min Bao. "Sustainable Careers of Teachers of Languages Other than English (LOTEs) for Sustainable Multilingualism in Chinese Universities." Sustainability 12, no. 16 (August 8, 2020): 6396. http://dx.doi.org/10.3390/su12166396.

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This paper explores Chinese universities’ policies related to the research performance review of language other than English (LOTE) teachers with respect to promotion. Drawing on a variety of data including policy documents and interviews with 32 individual LOTE teachers from 16 universities, we identified that Chinese universities have unreasonable expectations in terms of research publications and research funding for language teachers, including LOTE teachers, which make their career prospects unsustainable. We also evaluated the contextual realities for LOTE teachers regarding academic publication and research funding, and identified a widespread feeling of anxiety and stress among LOTE teachers. Though LOTE teachers are committed to undertaking various efforts to overcome challenges in their research performance review for promotion, we call on university management and policy makers to provide additional support to LOTE teachers, so that they can develop sustainable careers and universities, including Chinese universities, will be able to rely on sustainable multilingualism.

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Borland, Helen. "Bilingual professionals in the workforce." Australian Review of Applied Linguistics 13, no. 2 (January 1, 1990): 23–39. http://dx.doi.org/10.1075/aral.13.2.02bor.

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Abstract The National Policy on Languages (Lo Bianco 1987) seeks to promote the importance and benefit of the the learning and maintenance of languages other than English for Australia’s economic development and achievement of greater social justice and equity in service delivery. In response to the policy this paper reports on research undertaken to assess the use of languages other than English (LOTE) and attitudes to their use in the professional workforce in Australia. Data collected focuses on organizations in sectors where interaction with non-English speaking clients takes place. Two groups of professionals (professionals within organizations and recent graduates with language majors) and one of management of organizations were surveyed. Results reported cover languages and how they are used and the extent of recognition of the value of LOTE. Whilst findings indicate considerable levels of use of LOTE, they also highlight inconsistencies in the views of management, a lack of awareness of the extent and nature of LOTE use and a devaluing of LOTE skills.

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Dewaele, Jean-Marc, and Peter MacIntyre. "Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?" Revista Brasileira de Linguística Aplicada 22, no. 1 (March 2022): 156–80. http://dx.doi.org/10.1590/1984-6398202218487.

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

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KANDORI, Naoko. "The Policies of Language Other Than English (LOTE) in Australia." Comparative Education 1994, no. 20 (1994): 129–40. http://dx.doi.org/10.5998/jces.1994.129.

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Bohadana, Abraham, Hava Azulai, Amir Jarjoui, George Kalak, Ariel Rokach, and Gabriel Izbicki. "Influence of language skills on the choice of terms used to describe lung sounds in a language other than English: a cross-sectional survey of staff physicians, residents and medical students." BMJ Open 11, no. 3 (March 2021): e044240. http://dx.doi.org/10.1136/bmjopen-2020-044240.

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IntroductionThe value of chest auscultation would be enhanced by the use of a standardised terminology. To that end, the recommended English terminology must be transferred to a language other than English (LOTE) without distortion.ObjectiveTo examine the transfer to Hebrew—taken as a model of LOTE—of the recommended terminology in English.Design/settingCross-sectional study; university-based hospital.Participants143 caregivers, including 31 staff physicians, 65 residents and 47 medical students.MethodsObservers provided uninstructed descriptions in Hebrew and English of audio recordings of five common sounds, namely, normal breath sound (NBS), wheezes, crackles, stridor and pleural friction rub (PFR).Outcomes(a) Rates of correct/incorrect classification; (b) correspondence between Hebrew and recommended English terms; c) language and auscultation skills, assessed by crossing the responses in the two languages with each other and with the classification of the audio recordings validated by computer analysis.ResultsRange (%) of correct rating was as follows: NBS=11.3–20, wheezes=79.7–87.2, crackles=58.6–69.8, stridor=67.4–96.3 and PFR=2.7–28.6. Of 60 Hebrew terms, 11 were correct, and 5 matched the recommended English terms. Many Hebrew terms were adaptations or transliterations of inadequate English terms. Of 687 evaluations, good dual-language and single-language skills were found in 586 (85.3%) and 41 (6%), respectively. However, in 325 (47.3%) evaluations, good language skills were associated with poor auscultation skills.ConclusionPoor auscultation skills surpassed poor language skills as a factor hampering the transfer to Hebrew (LOTE) of the recommended English terminology. Improved education in auscultation emerged as the main factor to promote the use of standardised lung sound terminology. Using our data, a strategy was devised to encourage the use of standardised terminology in non-native English-speaking countries.

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Dissertations / Theses on the topic "Languages Other Than English (LOTE)"

Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.

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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.

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Schofield, Anne. "Teacher and peer support of lone speakers of home languages other than English attending early childhood centres." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/6768.

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This study investigated the English language learning experiences of 12 children who were lone speakers of home languages other than English attending three English medium early childhood centres [ECCs] with different philosophies, programmes, and practices: a sessional kindergarten, and two all day care centres. The study focused on the interpersonal environments of the centres; specifically the participants 'interactions with teachers and peers, and how these were influenced by differences in aspects of the centres' temporal environments including the organisation and nature of free play activities, mat times, and lunch times. The longitudinal, mixed method design of the study incorporated observations, teacher and parental questionnaires, and the British Picture Vocabulary Scale [BPVS], a measure of the participants' receptive English language progress. Six observations of each participant over a nine month period provided a series of snap shots of the participants' productive language and language acquisition opportunities at the centres. Audio recordings and observer field notes provided data on the frequency and nature of interactions between the participants and their teachers and peers. The results showed that the participants at the sessional kindergarten participated in a greater frequency of extended reciprocal interactions with their teachers and more frequent interactions with peers than the participants at the day care centres. These interactions appeared to provide the kindergarten participants with more English language acquisition opportunities. Moreover, the kindergarten participants made greater progress on average, in receptive English language acquisition as shown by the BPVS results, and demonstrated greater English productive language abilities than the day care participants. The study findings suggest that differences in early childhood centres 'temporal environments influence the centres' interpersonal environments, and thus the English as a second language learners' English language acquisition opportunities. This thesis makes some tentative recommendations for practice and policy to help teachers to provide more optimal English language acquisition support for lone speakers of home languages other than English acquiring English at ECCs.

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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.

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Bungey, Leith Joy. "The importance of languages other than English to Western Australia." Thesis, Bungey, Leith Joy (1996) The importance of languages other than English to Western Australia. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51511/.

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This thesis describes the lack of official support for the teaching and learning of languages other than English (LOTE) in Western Australian schools and gauges community attitudes towards LOTE as well as the degree of appreciation of their sociological and economic importance to Western Australia. LOTE’s socio-economic significance is explained from the perspectives of enhancing communicability and maximising understanding between English background Australians and non-English speaking people, and promoting Western Australia’s tourism, trade, industry, and international relations. Primary sources of information including reports, records and media articles concerning events and government policies are examined, and survey results and interviews are analysed to discover the extent of recognition of the value of LOTE. Historical accounts provide secondary material. The study demonstrates a proportional decline in LOTE enrolments in Western Australian schools. A certain residual xenophobia accounts for some of this deterioration but the major cause is official action which militates against the learning of LOTE. Such action includes the University of Western Australia abolishing its LOTE entry prerequisite, the Education Department of Western Australia implementing the Achievement Certificate and the Unit Curriculum, state government tardiness, federal government processes and an emphasis on vocational education. The attitudes of students, parents and teachers towards LOTE were surveyed to determine the degree of community support for learning LOTE. It was found that although the community recognises the importance of LOTE to this state and partly supports their compulsory study, students are deterred from learning LOTE by the difficulties inherent in the Unit Curriculum, and by the belief that studying a LOTE detracts from a high tertiary entrance score. This research found that the government effects no real measures to promote LOTE. The thesis concludes that languages other than English are a highly desirable part of education. Government commitment by way of appropriate funding to train and employ LOTE teachers, and to alleviate administrative problems, and official promotion of the benefits of LOTE study, are necessary to integrate LOTE into the curriculum and to increase student enrolments.

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Conboy, Martin Dermot. "Attitudes to languages other than English in the context of British nationalism." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018801/.

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This thesis is concerned with the negative attitudes of the British towards foreign languages. Though such prejudice could perhaps be illustrated by statistical evidence from secondary schools, examination boards and social surveys, the emphasis of this work lies elsewhere. What will be the prime concern here is an examination of the broader cultural and even political implications for the British of their well-documented inability to be willing to learn foreign languages. I hope to be able to show that nationalism contains a specifically linguistic factor which is able, along with many other factors, to contribute towards the cohesion within British culture. I will examine the exclusivity and the need for selfaggrandisement within nationalism and argue that the British experience of imperialism deepened the potential for such sentiments. It is possible that the experience of being a British English speaker does bind British society in a very special way. It is also possible that this linguistic experience in part defines the British world view. This study will use the three opening chapters to establish a basis on which the evidence of the following five chapters may be judged In order to examine the extent to which such assertions are true a wide net will be cast to gather evidence to prove the hypothesis that the experience of speaking English has defined British culture more specifically than is often thought. Chapters 4 and 5 will examine the effect of certain colonial policy decisions concerning language, not on the societies of the Empire but upon the British themselves. I hope that such examples will illustrate the growing role of language, ironically a much neglected and often invisible partner in the political processes, which formed the views which the British had of themselves and their place in the world. I do not believe that there has ever existed a monolithic body of prejudice towards other languages among the British. Indeed, one of the purposes of this work is to illustrate that the role of the English language within British culture has been developed historically in such a way that any such prejudice often has all the unassailable strength of what appears to be common sense. Until the twentieth century in Britain, it would have been unreasonable to expect any but the ruling imperialist politicians or the colonial administrators to have had anything other than the dimmest appreciation of the existence of languages other than English. This provides a second reason for searching as widely as possible for different sources of evidence. If the development of prejudicial attitudes to foreign languages and their transmission through a society have constituteda long and complex process, then this process must be examined at contrasting periods and levels of society. The chapters on boys' comics and film in the 1930s will show the extent to which attitudes had developed and spread beyond a narrow colonial base. This period has been chosen because it represents the flowering of a truly broad and popular perception of British nationalism as magnified through the experience of imperialism. Immediately before the Second World War, this sense of the strength and worth of the British nation was, arguably, at its height. These chapters will indicate the centripetal role which perceptions of the English language, as contrasted with other languages, played in such a blossoming. Finally, I will present a chapter surveying the position of foreign languages in the British education system in the 1930s. This will provide a counter-balance to attitudes in the popular media of the previous two chapters. In case this thesis might be criticised for merely finding evidence for an already well-known phenomenon, I will attempt to view all such evidence from a special perspective. I will be searching not only for the ideas and attitudes underpinning any prejudice against foreign languages but also the social forces which lie behind them.

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Sarre, Winifred Grace. "A sociological investigation of the evaluation of SSABSA syllabuses for languages other than English." Title page, Contents and Introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edms247.pdf.

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Wilson, James A. "An analysis of the disincentives to the learning of languages other than English in Australia /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09EDM/09dmw749.pdf.

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Norris, Lindy G. B. "Pathways for Australian school students to achieve high levels of proficiency in languages other than English." Thesis, Norris, Lindy G B (1999) Pathways for Australian school students to achieve high levels of proficiency in languages other than English. Professional Doctorate thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/42396/.

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This study maps and profiles the existing pathways for the learning of languages other than English (LOTE) in the Australian context. The study was undertaken with a view to "testing" the Rudd Report (1994) hypothesis that continuous language learning from Year 3 to Year 12 with time beyond 1040 hours and using an immersion model, would provide a pathway to proficiency for the 2 per cent of Australian school learners targeted through the National Asian Languages and Studies in Australian Schools (NALSAS) Strategy to achieve excellent language learning outcomes during their school years. The evidence for this research suggests, however, that attempts by Australian educational jurisdictions to provide second language learning pathways through continuous study from primary through to secondary education and beyond have been largely unsuccessful. Continuous learning has not equated with cumulative learning towards proficiency. Given this finding it is suggested that a pathway to proficiency may better be facilitated by focusing on enhancing language learning through the use of a number of interventions that can be applied at different phases of learning to speed and enrich the process of language acquisition. It is the contention of the researcher that this alternative notion of "pathway" is less likely to be compromised by bureaucracy and other external forces that militate against the process of language acquisition and the attainment of proficiency. In order to draw conclusions about proficiency potential and pathways to proficiency attainment, a Proficiency Potential Framework was developed for this study. This framework enables LOTE programs and their learners to be profiled in order to determine how well programs and their learners "fit into" their broader educational and community environments, and to assess how language is seen and used within these environments. The profiling process used in this study provided significant information about what is required for LOTE programs to support proficiency attainment and for language learners within these programs to become proficient. In addition to providing information about the proficiency potential offered to learners through Australian LOTE programs, the case study profiles also enabled the identification of patterns and trends associated with the teaching and learning of second or foreign languages in the Australian context. Beyond a critique of current Australian practices in the teaching and learning of second or foreign languages, information from this study suggests future directions for the development of a coordinated and broader approach to second language proficiency in Australian educational jurisdictions.

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Tognini, Rita. "Interaction in languages other than English classes in Western Australian primary and secondary schools theory, practice and perceptions /." Connect to thesis, 2007. http://portalapps.ecu.edu.au/adt-public/adt-ECU2008.0013.html.

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Tognini, Rita. "Interaction in languages other than English classes in Western Australian primary and secondary schools: Theory, practice and perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/26.

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This descriptive study investigated the interaction of teachers and learners in ten primary and secondary school languages other than English (LOTE) classes in Western Australia, with the aim of providing a detailed picture of its nature and patterns. Teachers' and learners' perceptions of this interaction were also examined as part of the study, through interviews conducted with them.

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Books on the topic "Languages Other Than English (LOTE)"

Western Australia. Working Party on the Development of a Policy for the Teaching of Languages Other Than English (LOTE). Languages for Western Australians: Report of the Ministerial Working Party on the Development of a Policy for the Teaching of Languages Other Than English (LOTE) in Western Australian Schools : Perth, March 1988. [Perth]: Ministry of Education, Western Australia, 1988.

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Baldwin, Jennifer Joan. Languages other than English in Australian Higher Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05795-4.

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National Board for Professional Teaching Standards (U.S.). World languages other than English: Standards : for teachers of students ages 3-18+. Southfield, MI: National Board for Professional Teaching Standards, 2001.

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Abry, Dominique. A propos de ...: Guide pédagogique et corrigé des exercices. Grenoble: Presses Universitaires de Grenoble, 1991.

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Abry, Dominique. A propos de ...: Manuel de F.L.E. pour le niveau intermédiaire. 2nd ed. Grenoble: Presses Universitaires de Grenoble, 1992.

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Ullmann, Rebecca. The value of mastering a modern/third language other than English or French: A concept paper. Toronto: R. Ullmann, 1987.

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Bergmann, Anka. Didaktik der slawischen Sprachen: Beiträge zum 1. Arbeitskreis in Berlin. Innsbruck: innsbruck university press, 2018.

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Drackert, Anastasia. Didaktik der slawischen Sprachen: Beiträge zum 2. Arbeitskreis in Innsbruck. Innsbruck: innsbruck university press, 2019.

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Group, Lingualinc Steering. Signposts: Helping public libraries meet the demand for materials in languages other than English. Birmingham: WMRLS, 1995.

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Menasse, Elisabeth. Die letzte Märchenprinzessin. 4th ed. Frankfurt am Main: Suhrkamp, 1998.

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Book chapters on the topic "Languages Other Than English (LOTE)"

Amelina, Maria. "Do other languages than English matter?" In Multilingualism at Work, 235–52. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hsm.9.13ame.

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Foulis, Angela. "Languages Other Than English Being Taught in Primary Schools." In The Challenge of Teaching, 61–65. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_9.

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Di Sabato, Bruna, and Andy Kirkpatrick. "Learning English and learning languages other than English in Asia and Europe." In Debates in Second Language Education, 32–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003008361-4.

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Pauwels, Anne. "Maintaining a Language Other than English Through Higher Education in Australia." In Maintaining Minority Languages in Transnational Contexts, 107–23. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206397_6.

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Minutella, Vincenza. "Languages Other Than English/Foreign Languages in Italian Dubbing: Preservation, Neutralisation, Reduction or Adaptation?" In (Re)Creating Language Identities in Animated Films, 279–302. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56638-8_6.

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Holmen, Anne. "Integrating Content and Language: The Role of Other Languages Than English in an International University." In Educational Linguistics, 37–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46947-4_3.

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AlShuweihi, Mohamed, Said A. Salloum, and Khaled Shaalan. "Biomedical Corpora and Natural Language Processing on Clinical Text in Languages Other Than English: A Systematic Review." In Studies in Systems, Decision and Control, 491–509. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47411-9_27.

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Matarese, Maureen T. "19. Beyond Community: Networks of Bilingual Community Support for Languages other than English in New York City." In Bilingual Community Education and Multilingualism, edited by Ofelia García, Zeena Zakharia, and Bahar Otcu, 291–308. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698018-021.

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Källkvist, Marie, and Francis M. Hult. "Multilingualism as Problem or Resource? Negotiating Space for Languages Other Than Swedish and English in University Language Planning." In Language Perceptions and Practices in Multilingual Universities, 57–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38755-6_3.

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Naranjo-Escobar, Francisco. "Languages Other Than English:." In Handbook of Higher Education in Japan, 330–49. MHM Limited, 2021. http://dx.doi.org/10.2307/j.ctv1zckxc3.29.

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Conference papers on the topic "Languages Other Than English (LOTE)"

Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.

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Li, Lianxin. "The Motivation of Chinese Students in Learning Foreign Languages Other Than English." In The European Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-1162.2022.35.

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Davtyan, Victoria. "CHALLENGES IN TEACHING AND LEARNING FOREIGN LANGUAGES OTHER THAN ENGLISH: COMPARATIVE ANALYSIS OF ENGLISH AND SPANISH PHONETICS." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021132.

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Modise, Dr Motalenyane Alfred, Dr Segalo Letlhonyo, and Molefi Motsoeneng. "ENGLISH REMAINS MORE EQUAL THAN OTHER LANGUAGES AND CONTINUES TO COLONISE THE CLASSROOM: ACCOUNTING TEACHERS PERSPECTIVES IN SOUTH AFRICA." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202050.

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Ateeq, Asma Al, and Khulud Alkadi. "Assessing the quality of online health information portals (languages other than arabic or english) in asian countries in meeting health on the net (hon) standards." In 2017 International Conference on Informatics, Health & Technology (ICIHT). IEEE, 2017. http://dx.doi.org/10.1109/iciht.2017.7899135.

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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment

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Noever, David, Josh Kalin, Matthew Ciolino, Dom Hambrick, and Gerry Dozier. "Local Translation Services for Neglected Languages." In 8th International Conference on Artificial Intelligence and Applications (AIAP 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110110.

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Taking advantage of computationally lightweight, but high-quality translators prompt consideration of new applications that address neglected languages. For projects with protected or personal data, translators for less popular or low-resource languages require specific compliance checks before posting to a public translation API. In these cases, locally run translators can render reasonable, cost-effective solutions if done with an army of offline, smallscale pair translators. Like handling a specialist’s dialect, this research illustrates translating two historically interesting, but obfuscated languages: 1) hacker-speak (“l33t”) and 2) reverse (or “mirror”) writing as practiced by Leonardo da Vinci. The work generalizes a deep learning architecture to translatable variants of hacker-speak with lite, medium, and hard vocabularies. The original contribution highlights a fluent translator of hacker-speak in under 50 megabytes and demonstrates a companion text generator for augmenting future datasets with greater than a million bilingual sentence pairs. A primary motivation stems from the need to understand and archive the evolution of the international computer community, one that continuously enhances their talent for speaking openly but in hidden contexts. This training of bilingual sentences supports deep learning models using a long short-term memory, recurrent neural network (LSTM-RNN). It extends previous work demonstrating an English-to-foreign translation service built from as little as 10,000 bilingual sentence pairs. This work further solves the equivalent translation problem in twenty-six additional (non-obfuscated) languages and rank orders those models and their proficiency quantitatively with Italian as the most successful and Mandarin Chinese as the most challenging. For neglected languages, the method prototypes novel services for smaller niche translations such as Kabyle (Algerian dialect) which covers between 5-7 million speakers but one which for most enterprise translators, has not yet reached development. One anticipates the extension of this approach to other important dialects, such as translating technical (medical or legal) jargon and processing health records or handling many of the dialects collected from specialized domains (mixed languages like “Spanglish”, acronym-laden Twitter feeds, or urban slang).

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Gridnev, Yu, and Elena Maklakova. "THE IMPORTANCE OF THE ETHYMOLOGICAL FACTOR IN THE ENGLISH TEACHING PROCESS OF THE STUDENTS AT A TECHNICAL FORESTRY UNIVERSITY." In Modern machines, equipment and IT solutions for industrial complex: theory and practice. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2021. http://dx.doi.org/10.34220/mmeitsic2021_403-408.

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For a deep understanding of special terminology, it is not enough to find Russian correspondences of terms in the English-Russian dictionary. It is important not only to know what a particular term is called in Russian, but also to understand why it is called that. And for this you need to know what its constituent components are. If you know, for example, the meaning of a suffix or a prefix, then the meaning of not only this term, but also a number of other terms ending with the same suffix or beginning with the same prefix, becomes clearer. The question of the origin of technical or scientific terms is of great importance in the process of teaching a foreign language. Knowing the meaning of morpheme terms in source languages provides a clue to understanding modern terminology, because the languages of ancient Greece and Rome form the basis of Western languages. To explore the structure of a term, it is important to remember the difference between root and stem. The root is the common origin of all words of the same family, and the stem is the direct origin of a part of words, i.e. one branch of a given word family. The root is shorter and less complex than the stem; the root is primary, the base is secondary. The meaning of the roots of the English language should be studied in ancient Greek and Latin, from where a significant part of the components of the structure of English technical terminology is borrowed. The etymological understanding of the peculiarities of the terminological structure is intended to make it easier and more interesting for students to read and translate special texts.

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Green, Clare. "Children’s names and family language policy for multilingual parents in the UK." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/9.

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This paper explores the relationship between the names that multilingual parents choose for their children, and the family’s language policy (consisting of their language practices, beliefs and management). Using case studies from interviews with parents in the UK who speak a first language other than English, it discusses the factors behind the name choice, various ways parents make their children’s names “work” in multiple languages, and why some parents give their children monolingual names. Children’s names often reflect their parents’ linguistic beliefs and intentions, but they do not predict how the family’s language policy will later develop.

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Pacheco, Gustavo, Eduardo Palmeira, and Keiji Yamanaka. "Using Genetic Algorithms to Design an Optimized Keyboard Layout for Brazilian Portuguese." In Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/eniac.2020.12149.

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Currently, keyboards are the most common means of communicating with computers. Despite being the most commonly used keyboard layout, QWERTY has had various issues raised concerning its effectiveness, as it is not efficient in English (target language) or in fact other languages. Therefore, this paper presents the development process of a Genetic Algorithm with the intention of generating a more adequate and coherent layout proposal for Brazilian Portuguese, which has its focus on ergonomics and user productivity. Using five ergonomic criteria and a statistical analysis of the characters and sequences of most frequently used pairs in Brazilian Portuguese, a layout approximately 53% better than QWERTY was obtained.

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Reports on the topic "Languages Other Than English (LOTE)"

Marôco, Ana Lúcia, Sónia Gonçalves, and Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.

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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)

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Liao, Jian-Qiang, Darrell Shih, Tzu-Yu Lin, Meng Lee, and Cheng-Wei Lu. Appropriate dosing of sugammadex for reversal of rocuronium-/vecuronium-induced muscle relaxation in morbidly obese patients: a meta-analysis of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0130.

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Review question / Objective: To conduct a systematic review and meta-analysis of randomized controlled trials (RCTs) to compare the effect of lower-dose sugammadex using IBW or CBW as dosing scalars, with that of standard-dose sugammadex based on TBW, on reversal time, defined as time to recovery of train of four ratio (TOFR) ≥ 0.9, among morbidly obese people after moderate or deep NMB with either rocuronium or vecuronium. Eligibility criteria: We included only randomized controlled trials (RCTs) that compared TBW with other dosing scalars for sugammadex. Studies not published in full text articles or in languages other than English were excluded. Trials that included patients above 18 years of age and BMI more than or equal to 40 who underwent general anaesthesia with any degree of NMB induced by either rocuronium or vecuronium. Trials that evaluated TBW and other dosing scalars for sugammadex were included. We included trials that compared TBW with any other dosing scalars for sugammadex. Trials that did not include dosing based on TBW as one arm in the comparison were excluded.

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Owens, Janine, G. Hussein Rassool, Josh Bernstein, Sara Latif, and Basil H. Aboul-Enein. Interventions using the Qur'an to protect and promote mental health: A systematic scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0065.

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Review question / Objective: The aim of the study is to to identify interventions using the Qur'an to support mental health in Muslims. The question is How do interventions use the Qur'an to reduce psychological distress and promote mental health and wellbeing in Muslims? Eligibility criteria: Inclusion criteria: Evidence up to 31/03/22; Intervention studies; RCTs, quasi-experimental, longitudinal, cross-sectional and qualitative studies in English, French, or Arabic; Adults ≥18 years, Pregnant females attaining marriageable age ≥14; Studies focusing on the Qur’an, hadith and/or surah as a primary mental health intervention or Studies focusing on the Qur’an, hadith and/or surah as an additional form of therapy for mental health interventions. Exclusion criteria: Commentaries, narratives, editorial communications, opinion pieces, conference papers, government reports, guidance documents, book reviews, theses and dissertations, systematic, scoping, rapid and literature reviews, case studies; evidence in languages other than English, French or Arabic; Other types of studies focusing on children or adolescents; Studies excluding interventions using the Qur’an, hadith or surah or failing to differentiate between these areas and other interventions; Studies mentioning Qur’an, hadith or surah as an afterthought in the discussion.

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Evans, Jon, Ian Porter, Emma Cockcroft, Al-Amin Kassam, and Jose Valderas. Collecting linked patient reported and technology reported outcome measures for informing clinical decision making: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0038.

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Review question / Objective: We aim to map out the existing research where concomitant use of patient reported and technology reported outcome measures is used for patients with musculoskeletal conditions. Condition being studied: Musculoskeletal disorders (MSD) covering injuries or disorders of the muscles, nerves, tendons, joints, cartilage, and spinal discs. Musculoskeletal manifestations of joint pathology. Eligibility criteria: 1) Peer-reviewed primary studies and literature reviews. Grey literature not included. 2) Studies which include co-administration of Patient-Reported Outcomes (PROMs) AND wearable electronic devices (e.g. fitness trackers, accelerometers, gyroscopes, pedometers smartphones, smartwatches) in musculoskeletal manifestations of joint pathology. Studies are EXCLUDED which feature wearable electronic devices but not concomitant/real time capturing of PROMs (e.g. they are recorded retrospectively/ at different timepoints). 3) Studies in languages other than English will be excluded unless a translation is available.

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Rada, Maria Patricia, Alexandra Caseriu, Roxana Crainic, and Stergios K. Doumouchtsis. A critical appraisal and systematic review of clinical practice guidelines on hormone replacement therapy for menopause: assessment using the Appraisal of Guidelines for Research and Evaluation (AGREE II) Instrument. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0089.

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Review question / Objective: To assess the quality of clinical practice guidelines (CPC) on hormone replacement therapy for menopause using the AGREE II instrument and to provide a summary of recommendations. Information sources: Literature searches using MEDLINE, Embase, Scopus, Geneva Foundation for Medical Education and Research from inception to date will be searched. The search terms include guidelines / guidance / recommendation and hormone replacement therapy related keywords and MeSH terms. National and international organizations websites will be searched individually. Additional searches on the references of the primary included items may help identify any guidelines missed on the primary searches. In the case of more than one published guideline from the same national or international association, only the latest version of the guidelines will be included and evaluated. Any disagreements on inclusion criteria will be addressed through discussion and consensus meeting within the research team. Guidelines published in languages other than English will be considered on an individual basis. Guidelines must be publicly available on a website or in a peer-reviewed publication.

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Bravo, Gonzalo, María Fernanda Arriagada, Alejandra Fuentes, and Hector Ignacio Castellucci. Methodological considerations in the study of Perceived Discrimination at Work: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0009.

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Review question / Objective:How has perceived discrimination been studied in a work context? Eligibility criteria: Participants: This review will consider those articles that have investigated perceived discrimination by workers and its association with health or occupational outcomes. Concept: The concept that guides this review is “perceived work discrimination”. Therefore, those studies where the term "perceived discrimination" is explicitly declared will be included, as well as those studies that do not explicitly declare the term, but through reading the methodology it is possible to verify that the workers were consulted if they felt discriminated against. Context: Only studies in occupational contexts will be included. Therefore, those studies in patients, students or in the general population will be excluded. Included studies will not be limited by sample location. In addition, those studies that are not original articles (reviews, congress presentations, books, etc.) and in languages other than English or Spanish will be excluded.

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