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Journal articles on the topic 'Languages Other Than English (LOTE)'
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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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Xue, Meichun. "Investment in Learning English: A Case Study of Chinese LOTE Learners." Asian Social Science 18, no. 9 (August 31, 2022): 27. http://dx.doi.org/10.5539/ass.v18n9p27.
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With the increasing global status of China’s economy, languages other than English education (LOTE) in China has experienced an unprecedented expansion size. The importance of offering language programs is particularly relevant and geographically significant in China’s border provinces. Yunnan, China’s Southwest border province, has been discursively positioned as an ideal space for cultivating South Asian and Southeast Asian language learners for China’s cross-cultural communication. However, while majoring in LOTE, Chinese students have to prove their proficiency in English both for academic attainment and employment prospect. This study examines how English is ideologically embedded in the learning process of LOTE learners in the context of China’s socioeconomic transformation and regional integration with its neighbouring countries. Adopting the concept of language, investment and ideology (Darvin & Norton, 2015), the study explores the English learning experiences of Chinese undergraduates majoring in LOTE in a Chinese border university in Yunnan. Findings reveal how LOTE learners attach great importance on English and see English as a symbolic capital which can be translated into academic credits and facilite their future educational and social mobility. Findings also demonstrate that LOTE learners take advantage of their learning strategies in English and transfer their learning strategies into their LOTE learning process. Based on the findings of the study, it is argued that LOTE students can be empowered to enhance their language proficiency by LOTE in the process of investment learning English and their investment can help them acquire additional multilingual ability and multiple identities. The study can prove pedagogical implications for curriculum of LOTE.
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Santos, Luis Miguel Dos. "I Want to Teach in the Regional Areas: A Qualitative Study about Teachers’ Career Experiences and Decisions in Regional Australia." Journal of Educational and Social Research 11, no. 5 (September 5, 2021): 32. http://dx.doi.org/10.36941/jesr-2021-0103.
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The Australian government seeks to develop regional and rural communities and school systems. One of the challenges would be the human resources and workforce for registered and qualified teachers, particularly in the field of Languages Other Than English (LOTE). Based on social cognitive career theory (Dos Santos, 2021a; Lent et al., 1994), this study focused on the career perspectives and career decision-making processes of registered and qualified teachers in the field of Languages Other Than English (LOTE). The following research question guided the direction of this study, why would registered and qualified teachers in the Languages Other Than English (LOTE) field (i.e. foreign languages) decide to move to Australian regional and rural communities to develop their teaching career? With the general inductive approach, 18 participants were invited for the interview sessions and focus group activities. The results of this study indicated that missions and goals for development in the regional and rural communities and governmental encouragement for regional and rural developments are the two personal consideration elements. The sharing and comments become a blueprint for government agencies, school leaders, and policymakers to reform the current human resources plans and schemes to attach additional workforce to the regional and rural communities, particularly for teachers. Received: 20 May 2021 / Accepted: 13 July 2021 / Published: 5 September 2021
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Xue, Meichun, Juncai Pang, Yu Zhang, and Hongmei Yang. "Myanmar Language Learning Experiences at China’s Frontier." Asian Social Science 18, no. 7 (June 14, 2022): 20. http://dx.doi.org/10.5539/ass.v18n7p20.
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In the context of China’s implementation of Belt and Road Initiative, the development of LOTE (languages other than English) in China comes into a revitalization era. LOTE play important role acting as a bridge linking China to the other countries. Since 2009, Yunnan has been discursively constructed as a bridgehead for China to cooperate with Southeast Asian country and the education of LOTE with a particular focus on the Southeast Asian languages has experienced an unprecedented expansion size. This study explores the learning experiences of Chinese postgraduates majoring in Myanmar language in a Chinese border university in Yunnan. Findings reveal how Chinese students perceive the values of learning Myanmar language, what learning challenges they encounter and how they exert their agency to overcome their learning difficulties. The study reveals that Chinese students’ investment in learning Myanmar has been shaped by their access to various resources mediated in multiple social forces across time and space. The study can shed some lights on providing pedagogical implications for enhancing the learning outcomes of LOTE in China.
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Crowe, Kathryn, David H. McKinnon, Sharynne McLeod, and Teresa YC Ching. "Multilingual children with hearing loss: Factors contributing to language use at home and in early education." Child Language Teaching and Therapy 29, no. 1 (February 2013): 111–29. http://dx.doi.org/10.1177/0265659012467640.
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Understanding the relationship between children’s cultural and linguistic diversity and child, caregiver, and environmental characteristics is important to ensure appropriate educational expectations and provisions. As part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, children’s caregivers and educators completed questionnaires on demographic characteristics, including the communication mode (oral, manual, or mixed) and languages used in home and early educational environments. This article reports an exploratory analysis to examine factors associated with language use and communication mode of children at 3 years of age. A Chi Square Automatic Interaction Detector (CHAID) analysis was performed on data from 406 children to examine factors influencing communication mode and oral language use. The factor that most influenced children’s communication mode at home was the communication mode used by their female caregiver. Children’s communication mode in their early education environment was most related to the communication mode they used at home, and then related to the presence of additional needs in the children, female caregivers’ level of education and the male caregivers’ use of languages other than English (LOTEs). A second exploratory CHAID analysis of data for children from multilingual families ( n = 106) indicated that female caregivers’ use of English at home significantly influenced whether children used a LOTE at home. Finally, the use of a LOTE at home was associated with the use of a LOTE in the early education environment. These findings serve as an initial description of the factors that were associated with the communication mode and language use of children with hearing loss.
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Stolk, Yvonne, Stephen Ziguras, Trish Saunders, Robyn Garlick, Geoffrey Stuart, and Guy Coffey. "Lowering the Language Barrier in an Acute Psychiatric Setting." Australian & New Zealand Journal of Psychiatry 32, no. 3 (June 1998): 434–40. http://dx.doi.org/10.3109/00048679809065538.
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Objectives: The aim of this paper is to investigate the effectiveness of a training and policy strategy to improve communication opportunities in an acute inpatient unit for patients of non-English-speaking background (NESB) with low English proficiency. Method: A pre- and post-intervention design involved: (i) a survey of the multilingual skills of 80 clinical staff: (ii) recording of patients' ethnic background and proficiency; (iii) pre- and post-intervention data collection of the main outcome measure (communications with patients in a language other than English [LOTE]); and (iv) staff training, and active encouragement, in interpreter use. English proficiency was assessed using the population census proficiency question. Results: Of 257 admissions, 33% were of NESB and 19% preferred to speak a LOTE. The staff survey yielded a 49% return rate and showed that, of 11 LOTEs spoken by patients, seven were also spoken by 17 of the staff. Twenty-nine percent of staff were not clinically proficient in these languages. Compared to the NESB population, a higher proportion of NESB patients rated low on proficiency. Following the intervention, interpreter bookings and booking duration increased significantly. Conclusions: A standard training package and a policy promoting interpreter use improved communication opportunities in an acute setting where language needs are typically poorly met. Failure to ensure effective communicate raises risks of mis-diagnosis and inappropriate treatment. By measuring patients' proficiency directly, the present study identified a higher level of need for interpreter services than estimated by past reports.
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J Black, Kristen, Deborah N Osborne, and Melissa A Lindeman. "Access to Local Government HACC services for people speaking a language other than English at home." Australian Journal of Primary Health 10, no. 1 (2004): 9. http://dx.doi.org/10.1071/py04002.
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Home and Community Care (HACC) services are provided to frail older people, other people with disabilities, and their carers, to assist independent living. HACC policy acknowledges that certain groups within the population have greater difficulty accessing HACC services than others. This paper considers the equity of access issue for one of the groups that have difficulty - people from culturally and linguistically diverse (CALD) backgrounds. Language spoken at home is used as an indicator of CALD status. The 2001 Census data and HACC-user data from the Western Metropolitan Region (WMR) of Victoria was analysed. The proportion of the HACC user population that speaks a language other than English (LOTE) was compared with the proportion of the general population that speaks a language other than English for two age groups ?the total population and those 65 years and over. Chi square analyses were conducted to determine odds ratios to give an indication of the magnitude and direction of the association between CALD status and access to HACC services. Analyses indicated that people who spoke a LOTE at home were approximately a third as likely to access Local Government HACC services than those who spoke English (OR=0.35). The findings suggest that policy and service development initiatives to improve access to HACC services for people of CALD backgrounds have not yet effectively reached their targets.
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Chen, Yu, Dan Zhao, and Shen Qi. "Chinese students’ motivation for learning German and French in an intensive non-degree programme." Círculo de Lingüística Aplicada a la Comunicación 86 (April 16, 2021): 81–93. http://dx.doi.org/10.5209/clac.75497.
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This paper reports on a mixed method study that examined the motivation of 121 students in a 1-year intensive language course in German or French at a Chinese university. Drawing on Dörnyei’s (2009) theory of the L2 Motivational Self System (L2MSS), a survey was conducted to explore their motivation to learn German or French. Regression analyses revealed that learning experience and promotion-focused instrumentality were the predictors for the German learners’ intended learning effort, while ideal L2 self was the predictor for the French learners’ motivation. Furthermore, ought-to self, culture/community interest and prevention-focused instrumentality were excluded in both regression models. In addition, 17 participants’ qualitative data in the interviews suggested that most of them had lower expectations for the value of German or French than for the value of English in improving one’s employability. Instead, they were much more oriented to learn and appreciate the cultural values of these languages. The results provided insight into the complexity of motivation to learn Languages Other than English (LOTEs) in the university context in China, and suggested future direction for research on LOTE learning motivation
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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.
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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
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Mangubhai, Francis. "The Moral and Ethical Dimensions of Language Teaching." Australian Journal of Education 51, no. 2 (August 2007): 178–89. http://dx.doi.org/10.1177/000494410705100206.
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Much has been written about teacher thinking and knowledge that underpin teacher behaviour in the classroom. Until the 1990s considerably fewer writers considered the moral and ethical dimension of teaching. This article reports on a study that analysed six Languages Other Than English (LOTE) teachers' reports about their teaching. Under the broad category of caring as a moral dimension of teaching, three major moral/ethical concerns were identified: (1) the concern that everyone has a worth, (2) the concern that students should not hurt each other's feelings, and (3) the concern that students should learn to tolerate differences. These concerns enveloped the teachers' stated goals of LOTE teaching and framed their behaviours in the classroom. While the results can only be related to these six LOTE teachers, this study, nevertheless, raises an interesting question of whether teachers of other subjects manifest the moral dimension of their teaching in ways different from those reported here.
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Jade, Sue. "The Fourth R — Reconciliation and the Maintenance of indigenous Language in Urban Secondary Schools." Australian Journal of Indigenous Education 26, no. 1 (July 1998): 8–11. http://dx.doi.org/10.1017/s1326011100001769.
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Indigenous students in urban secondary schools in the Northern Territory are faced with barriers to their success in learning, in the education race. Amongst these is the question of language studies. Like all students, they must study English as a separate subject, they must study all other subjects using English as the language of instruction, and they must study a second language, a language other than English (LOTE), as a component of their Junior Secondary Studies Certificate. Most schools offer Indonesian and some are able to offer a broader choice. For the Indigenous student, social justice demands an addition to this range. It is illogical and unfair that schools, in some cases with up to 30 per cent Indigenous students, do not include Aboriginal and Torres Strait Islander languages in their programs. It is also shortsighted of schools to ignore the opportunity to provide these students with a subject area in which their culture is dominant.
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Elder, Cathie, Jane Warren, John Hajek, Diane Manwaring, and Alan Davies. "Metalinguistic knowledge." Australian Review of Applied Linguistics 22, no. 1 (January 1, 1999): 81–95. http://dx.doi.org/10.1075/aral.22.1.04eld.
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Abstract This paper reports on a project (funded by a small Australian Research Council grant) investigating levels of metalinguistic knowledge of English and other languages amongst first-year undergraduate learners of French, Chinese and Italian and the relationship between this knowledge and success in studying a language at university. The study is a partial replication of research undertaken by Alderson, Clapham and Steel (1977) in relation to learners studying French at a number of British universities. The findings offer no support for the widely-held view that there is a strong connection between learners’ knowledge about language and their success in foreign language study. Results show that, while undergraduate language learners have serious lacunae in their knowledge about language, those who have studied a language other than English (LOTE) at school do better on some measures of metalinguistic knowledge than those who are beginning language study from scratch. However, the results also show that for all three languages there is a weak relationship between metalinguistic knowledge and second language ability. The study points to areas of further research, including a more detailed examination of the relationship between metalinguistic awareness in L1 and L2 and an investigation of those areas of grammar that may be more amenable to explicit grammar teaching.
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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 6.1–6.17. http://dx.doi.org/10.2104/aral0706.
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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.
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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (2007): 6.1–6.17. http://dx.doi.org/10.1075/aral.30.1.04nak.
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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.
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Reagan, Timothy. "BACKGROUND SPEAKERS: DIVERSITY AND ITS MANAGEMENT IN THE LOTE CLASSROOM.Michael Clyne, Sue Fernandez, Imogen Y. Chen, and Renata Summo-O'Connell. Belconnen, ACT, Australia: Language Australia, 1997. Pp. vi + 177. A$30.80 paper." Studies in Second Language Acquisition 23, no. 1 (March 2001): 135. http://dx.doi.org/10.1017/s0272263101241060.
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One of the growing challenges facing foreign language educators in many societies is that created by the presence of “native speakers” in second language classrooms. Especially in countries with significant immigration patterns, such as Canada, the United States, and Australia, there are growing numbers of students enrolled in courses in languages other than English (LOTEs) with which they have some background familiarity or knowledge. All too often, these students have been seen as something of a problem in the foreign language classroom, especially in K–12 settings. Background speakers constitutes an important and valuable first step in changing such perceptions.
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Kwok, Chung Kam, and Lorna Carson. "Integrativeness and intended effort in language learning motivation amongst some young adult learners of Japanese." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 265–79. http://dx.doi.org/10.1515/cercles-2018-0016.
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AbstractSince the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners’ motivation to learn a language, and the role of motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and target languages other than English have been under-researched. This paper reports on a survey study designed to investigate the motivation of 84 beginner learners of Japanese learning the language in a university language centre evening programme. Examining the relationship between learners’ intended effort and six motivational orientations commonly used in SLA motivational studies using multiple linear regression, this study found that integrativeness was the only variable that contributed to learning motivation. This finding is in distinct contrast to studies focused on English learning where the ideal L2 self has often been found to be the best predictor of motivation. While it is far from sufficient to draw a conclusion that Japanese learning motivation is different from that of English based on one study, the current study does point to the key role of cultural identification in second/foreign language motivation, consistent with a small group of other motivational studies conducted in the context of Languages Other than English (LOTEs).
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Hamel, Rainer Enrique. "The dominance of English in the international scientific periodical literature and the future of language use in science." AILA Review 20 (December 31, 2007): 53–71. http://dx.doi.org/10.1075/aila.20.06ham.
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Throughout the 20th century, international communication has shifted from a plural use of several languages to a clear pre-eminence of English, especially in the field of science. This paper focuses on international periodical publications where more than 75 percent of the articles in the social sciences and humanities and well over 90 percent in the natural sciences are written in English. The shift towards English implies that an increasing number of scientists whose mother tongue is not English have already moved to English for publication. Consequently, other international languages, namely French, German, Russian, Spanish and Japanese lose their attraction as languages of science. Many observers conclude that it has become inevitable to publish in English, even in English only. The central question is whether the actual hegemony of English will create a total monopoly, at least at an international level, or if changing global conditions and language policies may allow alternative solutions. The paper analyses how the conclusions of an inevitable monopoly of English are constructed, and what possible disadvantages such a process might entail. Finally, some perspectives of a new plurilingual approach in scientific production and communication are sketched.
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Liu, Siqi, Yu Chen, Qi Shen, and Xuesong (Andy) Gao. "Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding." Sustainability 14, no. 16 (August 11, 2022): 9910. http://dx.doi.org/10.3390/su14169910.
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The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German language teachers (GLTs), this paper adopts a mixed methods approach to investigate the assessment requirements for LOTE teachers in terms of external research funding and the factors that may impact their accomplishments. Based on Bronfenbrenner’s ecological systems theory and conservation of resources theory, we analyzed policy documents from the universities under investigation, examined “German or Germany-related” funding approvals, and conducted semi-structured interviews with eight GLTs to explore the environmental factors (individual context, institutional context, social context, chronological context) that may influence the survival of GLTs in terms of the requirements for external research funding. The findings indicate that factors from each ecological context interact with one another and have a combined influence on GLTs’ external research funding application activity. Moreover, there is an imbalance between the academic demands faced by GLTs and the resource support that is available to them. This imbalance may affect the survival and development of GLTs and is likely to have a continuing influence throughout their career. The study concludes by offering some suggestions at different levels to facilitate the sustainable professional development of GLTs.
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Rocher Hahlin, Céline, and Jonas Granfeldt. "Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities." Languages 6, no. 1 (March 15, 2021): 47. http://dx.doi.org/10.3390/languages6010047.
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Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.
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Davison, Chris, and Penny McKay. "Counting and dis-counting learner group variation." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 77–94. http://dx.doi.org/10.1075/japc.12.1.06dav.
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Australia is a multilingual multicultural country with an impressive record of educational provision for students from language other than English (LOTE) backgrounds. The recent widespread development of common standards and benchmarks in English language and literacy in schools can be seen as a valuable component of this provision. However, care needs to be taken to avoid projecting a false picture of linguistic homogeneity by ignoring variation between English-speaking background (ESB) and English as a Second Language (ESL) learner groups. This paper demonstrates how the recent introduction of national Literacy Benchmarks, unlike the earlier development of curriculum and standards frameworks, has dis-counted ESL achievement by failing to take sufficient account of learner variation. Problems have also occurred in balancing the conflicting motivations for benchmarking: assessment, accountability and education, which result in different “standards” for standard-setting being assumed by the various stakeholders. The paper concludes that real accountability and progress in ESL learning and teaching can only be shown effectively through the use of a complementary but distinctive set of standards or benchmarks for ESL learners at different stages of schooling.
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Ren, Guanxin. "Can Cloze Tests Really Improve Second Language Learners Reading Comprehension Skills?" Journal of College Teaching & Learning (TLC) 8, no. 4 (April 8, 2011): 15–22. http://dx.doi.org/10.19030/tlc.v8i4.4197.
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Cloze testing is a widely-used procedure to test learners reading comprehension in learning a language, but little is known if it can really improve learners reading comprehension skills. This paper attempts to seek answers to this question by comparing the cloze test scores of two groups of students (Experimental versus Control) undertaking Chinese Second Language (CSL) and measuring their Z-score differences. The paper intends to find out if the Experimental Group which received one cloze test per week for a whole school term of 10-week duration could achieve better reading comprehension test results than the Control Group which received no extra cloze tests in between the first and last week of the term. The subjects were 26, Year 10 students aged between 14-15 years old from an independent K-12 boys school in Melbourne, Australia. They were randomly divided into two separate groups with identical proficiency level in CSL. The cloze tests selected for this study were from the textbook series entitled Boya Chinese-Elementary Start Vol.2 (Li, et al., 2005), which were appropriate to the proficiency level of the subjects. Data were collected in class after each cloze test. Analysis of the data was conducted at the inter-group level examining the standard deviation and Z-scores of each group. The study found that there was not much difference between the two groups. Implications for teaching reading in CSL were discussed, which could also apply to the teaching of reading in other Languages Other Than English (LOTE).
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Barko-Alva, Katherine. "Enseñando en español: The need to support dual language bilingual education teachers' pedagogical language knowledge." Annual Review of Applied Linguistics 42 (March 2022): 18–24. http://dx.doi.org/10.1017/s0267190521000106.
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AbstractDual language bilingual education (DLBE) teachers, depending on the modality of the program, teach content areas (i.e., language arts, science, math, social studies) in a language other than English (LOTE) and English. DLBE teachers, who teach in Spanish, should be supported by school districts in meaningful ways. These districts should be equipped to provide the necessary academic and professional development for the DLBE teachers. This paper explores the increasing need to support DLBE teachers’ metalinguistic awareness as well as pedagogical language knowledge (see Bunch, 2013) in Spanish. Guided by Charmaz’ (2006) constructivist grounded theory, this paper analyzed ten transcribed audio interviews with a single DLBE teacher. Interview data included video-taped classroom observations (i.e., preplanning and postlesson implementation), robust field memos, and student artifacts. Data analysis suggested the need for further clarification as far as the teacher's own pedagogical language knowledge (PLK; Bunch, 2013) in Spanish. However, data also indicated that this particular educator was able to negotiate the linguistic and content demands of teaching language arts in Spanish by seeking multifaceted resources and using the full extent of her linguistic repertoire.
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Razem, Reem J., and Jillian Pandor. "The Motivational Orientations of Undergraduate Students to Learn Arabic in a Dubai Private University." Journal of Language Teaching and Research 14, no. 1 (January 1, 2023): 96–107. http://dx.doi.org/10.17507/jltr.1401.11.
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This study aimed to provide insight into the expatriate students’ motivations and attitudes toward Arabic Language learning at a private university in Dubai. This is a qualitative case study that utilized a cross-sectional descriptive approach and is underpinned by Gardner and Lambert’s Socio-Educational Model of Second Language Motivation, wherein the motivational orientation is bifurcated into instrumental and integrative orientations. The study sample consisted of 24 undergraduate students enrolled in Arabic language courses. As there is a drastic lack of motivation literature in the field of Arabic Language Learning and adult learning within the context of higher education in the emirate of Dubai, UAE, this research strives to become a substantial addition to this under-researched topic and unique context. This study highlights the motivations of expatriate students by providing a rich description of the learners’ profile and contributes to research on motivation as it concerns the learning of languages other than English (LOTE) and ultimately aims to contribute to social change (transformation) by encouraging an interest in researching the teaching and learning of Arabic in Dubai context. The study revealed that integrative motivations appear to be more pervasive than instrumental ones. This means that universities need to promote the importance of learning Arabic through authentic teaching, immersive experiences, cultural activities, and events, instead of the instrumental ‘end goal’ of the degree program. Research limitations arise from the limited sample size, focus on the learner’s vantage point, and the use of one instrument to collect data (a questionnaire).
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Seoane, Elena, and Cristina Suárez-Gómez. "The expression of the perfect in East and South-East Asian Englishes." English World-Wide 34, no. 1 (February 8, 2013): 1–25. http://dx.doi.org/10.1075/eww.34.1.01seo.
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This paper looks at variation in the expression of perfect meaning in Asian Englishes (Hong Kong, India, Singapore and the Philippines) as represented in the spoken component of the International Corpus of English. Findings confirm the existence of levelling between the present perfect and simple past in these varieties, and that the tendency of the present perfect to lose ground to the preterite is more pronounced in these New Englishes than in British English, especially in the expression of recent past. The occurrence of other variants in the corpus is accounted for in terms of the influence of the respective substrate languages, cognitive constraints characteristic of language-contact situations, pragmatic contextual factors such as the scant use of adverbial support, and, especially, diffusion from the input language, which is an earlier variety of spoken, non-standard English. Relevant intravarietal differences are also discussed and attributed to the different phases of development in which the four varieties currently find themselves.
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Liao, Jing, Ning An, and Yongyan Zheng. "What Motivates L3 Learners’ Investment and/or Divestment in Arabic? Understanding Learning Motivation in terms of “Identity”." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 27–39. http://dx.doi.org/10.5209/clac.71993.
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The study extends our understanding of the relationship between identity and Arabic learning in the Chinese context from a sociolinguistic perspective. Drawing on Darvin and Norton’s (2015) model of investment, the study explores the interplay between identity and investment in the context of Chinese learners’ motivation to learn Arabic. The sample population comprises 25 adult Arabic learners with Chinese as their first language, English as their second language, and Arabic as their third language. Qualitative data from learners’ retrospective narrative accounts and complementary semi-structured interviews were analyzed in terms of identity and investment. The findings show that these Chinese Arabic learners’ constitutive orientation towards language learning is highly related to their multifaceted and fluid identities (inherited identities, competitive identities, and imagined identities), which are complex and dynamic and can be negotiated and constructed over time, involving learners’ perceptions of affordances in capital resources and their goals of acquiring symbolic and material resources. Therefore, investment/divestment is influenced by the interconnections between identities and perceptions. The study concludes with some methodological and theoretical implications for future research on learning LOTEs (languages other than English) and investment.
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Liu, Honggang, Lixiang Gao, and Fan Fang. "Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context." Sustainability 12, no. 15 (July 28, 2020): 6040. http://dx.doi.org/10.3390/su12156040.
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Language teacher motivation has been explored through various contexts in recent decades. However, less attention has been paid to teachers’ motivations for furthering their professional development in multilingual academic environments, such as by becoming visiting scholars at top universities at home or abroad. This study adopts a mixed-method approach to investigate language teachers’ motivations for being visiting scholars. First, a questionnaire was conducted on 169 teachers who spoke both English and languages other than English (LOTEs). Following an exploratory factor analysis, six separate motivational sources were identified: internal needs, stress relief, academic positioning, academic contact, academic symbolism, and policy support. For triangulation purposes, further interviews were conducted with three visiting scholars and one supervisor for in-depth qualitative data analysis. Interview findings reveal an imbalance between high demand for visiting scholarship funding and the financial allowances granted by governments and universities. Visiting scholars also experience inadequate academic guidance from their supervisors and few opportunities to participate in supervisors’ projects. Based on the research findings, this study proposes ways to sustain teacher motivation at the macro (policy) level, the meso (tutor system) level, and the micro (individual supervision) level.
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Lu, Xiuchuan, Xiao Zou, and Jian Tao. "Spanish language teachers’ pedagogical beliefs in Chinese universities." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 41–53. http://dx.doi.org/10.5209/clac.71994.
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Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.
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Huhtala, Anne, Anta Kursiša, and Marjo Vesalainen. "“This language still motivates me!” Advanced language students and their L2 motivation." Studies in Second Language Learning and Teaching 9, no. 2 (July 1, 2019): 287–311. http://dx.doi.org/10.14746/ssllt.2019.9.2.3.
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The article focuses on written narratives of 51 Finnish university students who study German, Swedish or French as their major or one of their minors at an advanced level. The study aims to find what keeps these students motivated to study their L2. The data have been analyzed using analysis of narratives (Polkinghorne, 1995). Dörnyei’s (2009a, 2009b, 2014) L2 motivational self system (L2MSS), built around the concepts of ideal L2 self, ought-to L2 self and L2 learning experience, is used as the theoretical framework. The results indicate that perceived social pressure (ought-to L2 self) may be important when the study decision is made, but its importance diminishes during the studies. Instead, a future L2-related vision (ideal L2 self) as well as peers, teachers, course contents, and learning atmosphere (L2 learning experience) become increasingly important during the studies. The role of the emotional dimension of possible selves seems to be central in developing and preserving study motivation. At the end of the article, some implications of the results for higher education programs of languages other than English (LOTEs) are presented.
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Lunevičius, Raimundas. "Terminai kepenų anatomijai ir rezekcijoms apibūdinti: Brisbane 2000 metų sistema būtina naudotis ir Lietuvoje." Lietuvos chirurgija 5, no. 2 (January 1, 2007): 0. http://dx.doi.org/10.15388/lietchirur.2007.3.2234.
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Raimundas LunevičiusVilniaus universiteto Gastroenterologijos, nefrourologijos ir chirurgijos klinikos Bendrosios chirurgijos centras,Vilniaus greitosios pagalbos universitetinė ligoninė, Šiltnamių g. 29, LT-04130 VilniusEl paštas: rlunevichus@yahoo.com Įvadas / tikslas Tarptautinės hepatopankreatobiliarinės asociacijos (IHPBA) terminologijos komitetas 2000 metais Brisbane (Australija) vykusiame kongrese unifikavo terminus kepenų anatomijai ir rezekcijoms apibūdinti. Šio straipsnio pagrindinis tikslas – gimtąja kalba publikuoti 2000 metais paskelbtą Brisbane sistemą. Nomenklatūros terminų vertimas į lotynų kalbą, jų apibūdinimas, reikšmės ir problematikos įvardijimas yra kiti šio straipsnio tikslai. Medžiaga 2000 metais Brisbane (Australija) paskelbta IHPBA terminologijos komiteto kepenų anatomijos ir rezekcijų nomenklatūra. Rezultatai IHPBA Brisbane 2000 metų terminai išversti į lietuvių ir lotynų kalbas. Terminas hemiliver neturi loginio pagrindimo, nes dešinioji ir kairioji kepenų dalys pagal savo tūrius yra nelygios. Šių anglų kalbos terminų vertimas į lietuvių kalbos medicininius terminus yra problemiškas: hemiliver, right liver, left liver, section, sectionectomy, trisectionectomy. Terminas hemiliver į lotynų kalbą neišverčiamas. Žodis lobe, t. y. skiltis, yra tinkamesnis nei žodis hemiliver (taip pat jis tinkamesnis apibūdinant terminus right liver ir left liver). Diskusija apie žodžio "skiltis" tinkamumą nomenklatūroje turi būti atnaujinta dar kartą. Nors lotyniško termino sectio reikšmė išlieka prieštaringa, šis terminas galėtų būti vartojamas. Termino sector vertiniai iš anglų kalbos į lietuvių ir lotynų kalbas yra tinkamesni nei termino section. Vilniaus universiteto profesorius Juozas Serapinas 1961–1972 metais tirdamas kepenų anatomiją apibūdino devynis kepenų segmentus. Išvados Terminai lobe (anglų k.), skiltis (lietuvių k.), lobus (lotynų k.) yra tinkamesni kepenų anatomijos ir rezekcijų nomenklatūrai nei panašią prasmę turintys terminai hemiliver ir liver (skiltis "skiriant" vidurinei kepenų plokštumai). Brisbane 2000 metų sistema išlieka prieštaringa pagal terminams keliamus reikalavimus. Ne anglų kalba, o lotynų kalba, kuri išlieka tradicine akademine medicine kalba, galėtų būti bazine kalba parenkant ir nustatant anatominius ir chirurginius terminus kepenų anatomijos ir rezekcijų terminų nomenklatūrai. J. Serapino įnašas į devynių segmentų kepenų struktūros koncepcijos tyrimo istoriją turi būti įvertintas iš naujo. Pagrindiniai žodžiai: kepenų anatomija, kepenų terminija, kepenų chirurgija, hepatektomija, kepenų rezekcija, hemihepatektomija, sekcioektomija, sektorektomija, segmentektomija Terminology for definition of liver anatomy and resections: it is essential to use Brisbane 2000 system in Lithuania Raimundas LunevičiusVilnius Universitety, Clinic of Gastroenterology, Nefrourology and Surgery, Center of General Surgery,Vilnius University Emergency Hospital, Šiltnamių str. 29, LT-04130 Vilnius, LithuaniaE-mail: rlunevichus@yahoo.com Background / objective Translation of the universal Brisbane 2000 terminology of liver anatomy and resections into Lithuanian and Latin languages and pointing out how the translated versions correspond to specific attributes for the terminology. Material Terminology of Liver Anatomy and Resections by Terminology Committee of the IHPBA, Brisbane 2000, Australia. Results The IHPBA Brisbane 2000 terminology of liver anatomy and resections is introduced in the Lithuanian language. The terminology of this nomenclature was translated into and introduced in the Latin language, too. The term hemiliver has no logistic explanation and translation because the right hemiliver and the left hemiliver are not equal in volume. The following terms were translated with difficulty into Lithuanian: hemiliver, right liver, left liver, section, sectionectomy, trisectionectomy. In fact, they are not translatable directly word by word in this national language. The term hemiliver, is not translated into Latin at all. The use of word lobe instead of word hemiliver (in addition, instead of right liver and left liver) can be discussed further. The meaning of the term section still remains controversial in Latin. Nevertheless, it could be acceptable. The term sector is more suitable than the term section both in Lithuanian and in Latin. Professor of Vilnius university (Lithuania) Juozas Serapinas defined 9 hepatic segments and described them in scientific literature in the period of his research in 1961–1972. Conclusions The term lobe (by midplane of the liver) is more suitable in the nomenclature of hepatic anatomy and resections than the terms hemiliver or liver. The terms of Brisbane 2000 system are still controversial regarding attributes for the terminology (translatability and others). Not English but Latin, which still remains a traditional academic medical language, might be the basic language for constructing anatomical and surgical terms for the nomenclature of liver anatomy and resections. If so, terms have to be constructed in Latin and translated from Latin into English and other national languages. The contribution of J. Serapinas to the history of development of the 9-segment structure of the human liver should be re-evaluated. Keywords: liver anatomy, liver terminology, liver surgery, hepatectomy, liver resection, hemihepatectomy, sectionectomy, sectorectomy, segmentectomy
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Clary, Françoise, Daniel Royot, Christoph Irmscher, Andrea Mariani, Keiko Beppu, Bo G. Ekelund, Henrik Lassen, and Axel Nissen. "Scholarship in Languages Other Than English." American Literary Scholarship 1998, no. 1 (September 1, 2000): 453–516. http://dx.doi.org/10.1215/00659142-1998-1-453.
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Clary, F. "Scholarship in Languages Other Than English." American Literary Scholarship 1999, no. 1 (January 1, 2001): 457–518. http://dx.doi.org/10.1215/00659142-1999-1-457.
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Clary, F. "Scholarship in Languages Other Than English." American Literary Scholarship 2000, no. 1 (January 1, 2002): 451–519. http://dx.doi.org/10.1215/00659142-2000-1-451.
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Clary, F. "Scholarship in Languages Other Than English." American Literary Scholarship 2001, no. 1 (January 1, 2003): 461–532. http://dx.doi.org/10.1215/00659142-2001-1-461.
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Clary, F. "Scholarship in Languages Other Than English." American Literary Scholarship 2002, no. 1 (January 1, 2004): 443–524. http://dx.doi.org/10.1215/00659142-2002-1-443.
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Clary, F. "Scholarship in Languages Other Than English." American Literary Scholarship 2003, no. 1 (January 1, 2005): 515–70. http://dx.doi.org/10.1215/00659142-2003-1-515.
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Austenfeld, T., M. G. Fabi, K. Beppu, L. Kella, and L. M. Johannessen. "Scholarship in Languages Other Than English." American Literary Scholarship 2006, no. 1 (January 1, 2008): 471–538. http://dx.doi.org/10.1215/00659142-2007-006.
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Clary, F., T. Austenfeld, M. G. Fabi, A. C. Marquez, and L. M. Johannessen. "Scholarship in Languages Other Than English." American Literary Scholarship 2007, no. 1 (January 1, 2009): 465–519. http://dx.doi.org/10.1215/00659142-2008-020.
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Bollobas, E., E. H. Oleksy, G. Zygadlo, T. Austenfeld, D. C. Forza, K. Beppu, T. A. Bjerre, L. M. Johannessen, L. Kella, and J. Nyman. "Scholarship in Languages Other Than English." American Literary Scholarship 2008, no. 1 (January 1, 2010): 455–543. http://dx.doi.org/10.1215/00659142-2009-022.
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RIVERS, WILLIAM P., and JOHN P. ROBINSON. "The Unchanging American Capacity in Languages Other Than English: Speaking and Learning Languages Other Than English, 2000-2008." Modern Language Journal 96, no. 3 (September 2012): 369–79. http://dx.doi.org/10.1111/j.1540-4781.2012.01363.x.
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Ekelund, B. G. "Scholarship in Languages Other Than English: Scandinavian Contributions." American Literary Scholarship 2004, no. 1 (January 1, 2006): 505–14. http://dx.doi.org/10.1215/00659142-2005-020.
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Stefanelli, M. A. "Scholarship in Languages Other Than English: Italian Contributions." American Literary Scholarship 2004, no. 1 (January 1, 2006): 471–90. http://dx.doi.org/10.1215/00659142-2005-025.
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