The Teaching of English in Finnish High Schools

PMLA ◽  
1960 ◽  
Vol 75 (2) ◽  
pp. 30-34
Author(s):  
Ralph Paul de Gorog

Unlike the other countries of northern Europe, Finland has two official languages, Finnish and Swedish, a fact which is reflected in the emphasis placed on languages in the high-school curriculum. In the coastal communities from Lovisa to Turku (Åbo) on the southern shore, as well as in the towns from Pori (Björneborg) to Pietarsaari (Jakobstad), Swedish influence is stronger than anywhere else in Finland, and in many of these towns and villages only Swedish is spoken. In these communities and in the national capital itself, therefore, government workers and employees of business and industry are required to be fluent in both official languages. As in other bilingual countries, the use of two languages can be observed not only in official government documents, currency, postagestamps, and the like, but also in such things as signposts, advertisements, menus in restaurants, and time-tables. There are radio and television programs in both languages, and foreign films appear with two sets of subtitles on the same film, one in Finnish and one in Swedish. Thus whatever one's first language is, there is always ample opportunity to hear and see the other official language written. It should be mentioned, however, that ninety per cent of the population speaks Finnish as the first language and that very little Swedish can be heard in northern and in eastern Finland (except, of course, on the radio), but even in those Finnish-language areas, people are exposed to written Swedish on the label of virtually every product they buy, if nowhere else.

Lipar ◽  
2020 ◽  
Vol XXI (73) ◽  
pp. 203-216
Author(s):  
Jovana Milovanović ◽  

This article discusses reception and production of academic vocabulary among native speakers of Serbian language. Academic vocabulary is one of the key elements of academic language competence, and a modest lexicon and underdeveloped academic language competence can cause problems in both comprehension and production. In this research, we used a vocabulary test consisting of 12 items taken from general culture entrance exams used at the Faculty of Philosophy, University of Belgrade. The participants are BA students of French language at the Faculty of Philology, University of Belgrade, years 1-4. The participants were instructed to provide a synonym or a definition for each item, as well as a sentence containing the given word. The aim of this research is to highlight issues in comprehension of academic vocabulary and establish the influence of factors such as word etymology or university level on the success of the participants. We analysed the results and classified them in three categories: correct, incorrect and unanswered. The majority of participants successfully identified just half of the given words (in order of success: poliglota 95,76%, bestseler 92,37%, pacifista 66,10%, suveren 58,47%, prototip 57,63%, elokventan 56,78%). The success level for the other half of the items from the test was below 50% (in order of success: erudita 49,15%, hipokrizija 39,83%, nepotizam 22,03%, skrupulozan 18,64%, šprahfeler 10,17%, eksproprijacija 8,47%). The influence of etymology was analysed through a comparison of the results for six items of French/Latin origin with the results for the other six items which did not originate from Romance languages. This analysis shows that the participants had similar results in both groups of items, with three words from each group having above 50% of correct answers (suveren, elokventan, pacifista; poliglota, bestseler, prototip). Lastly, we examined success levels from year 1, year 2, year 3 and year 4 students and determined that the median of correct answers for each year does vary, but that there is no strong linear progression (median year 1=5, year 2=6, year 3=7, year 4=6). The results indicate a lack of knowledge of academic vocabulary and difficulties in identifying and manipulating this type of lexis. We believe it is necessary to integrate academic language skills, including academic vocabulary, in high school curriculum and introduce Serbian language as a subject at university level.


2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.


Matatu ◽  
2006 ◽  
Vol 33 (1) ◽  
pp. 115-134 ◽  
Author(s):  
Chantal Zabus

The essay shows how Ezenwa–Ohaeto's poetry in pidgin, particularly in his collection (1988), emblematizes a linguistic interface between, on the one hand, the pseudo-pidgin of Onitsha Market pamphleteers of the 1950s and 1960s (including in its gendered guise as in Cyprian Ekwensi) and, on the other, its quasicreolized form in contemporary news and television and radio dramas as well as a potential first language. While locating Nigerian Pidgin or EnPi in the wider context of the emergence of pidgins on the West African Coast, the essay also draws on examples from Joyce Cary, Frank Aig–Imoukhuede, Ogali A. Ogali, Ola Rotimi, Wole Soyinka, and Tunde Fatunde among others. It is not by default but out of choice and with their 'informed consent' that EnPi writers such as Ezenwa–Ohaeto contributed to the unfinished plot of the pidgin–creole continuum.


2017 ◽  
Vol 7 (6) ◽  
pp. 637-667 ◽  
Author(s):  
Monika S. Schmid ◽  
Barbara Köpke

Abstract Research on second language acquisition and bilingual development strongly suggests that when a previously monolingual speaker becomes multilingual, the different languages do not exist in isolation: they are closely linked, dependent on each other, and there is constant interaction between these different knowledge systems. Theoretical frameworks of bilingual development acknowledge this insofar as they usually draw heavily on evidence of how the native language influences subsequent languages, and how and to what degree this influence can eventually be overcome. The fact that such crosslinguistic transfer is not a one-way street, and that the native language is similarly influenced by later learned languages, on the other hand, is often disregarded. We review the evidence on how later learned languages can re-shape the L1 in the immediate and the longer term and demonstrate how such phenomena may be used to inform, challenge and validate theoretical approaches of bilingual development.


1980 ◽  
Vol 43 (3) ◽  
pp. 482-510
Author(s):  
C. Shackle

The Indo-Iranian linguistic frontier constitutes one of the most complex and interesting language-areas of the sub-continent. Given the nature of the area, it is perhaps inevitable that scholarly attention should have been directed particularly to its remoter corners, where so much that is of historical importance has been preserved, and we certainly have every reason to be grateful for the fascination which such out of the way survivals have held for the minds of several outstanding linguists. It is, on the other hand, a matter for regret that so little has been done by comparison on the languages which flourish in less inaccessible parts of the frontier, particularly on the Indo-Aryan side. The wide distribution of such languages alone, quite apart from their intrinsic interest, demands that they too be accorded adequate coverage if the peculiarly complex language-patterns of the area are ever to be properly understood as a whole. The present article, based largely on material collected during a recent field-trip to Pakistan,1 represents an attempt to fill one such gap in contemporary coverage, by providing descriptions of the extreme north-western extensions of the main body of Indo-Aryan.


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