Foreign Languages, English as a Second/Foreign Language, and the U.S. Multinational Corporation

1980 ◽  
Vol 13 (2) ◽  
pp. 259
Author(s):  
Richard C. Helt ◽  
Marianne Inman
Keyword(s):  
Foreign Language ◽  
Multinational Corporation ◽  
Foreign Languages ◽  
The U.S

Freed, Barbara F. From the Community to the Classroom: Gathering Second Language Speech Samples. Theory & Practice 6. Virginia: Center for Applied Linguistics, 1978; Morain, Genelle G. Kinesics and Cross-Cultural Understanding. Theory & Practice 7. Virginia: Center for Applied Linguistics, 1978; Keller, Howard H. New Perspectives on Teaching Vocabulary. Theory & Practice 8. Virginia: Center for Applied Linguistics, 1978; Falk, Julia S. Language and Linguistics: Bases for a Curriculum. Theory & Practice 10. Virginia: Center for Applied Linguistics, 1978; Hodge, Virginia D. Personality and Second Language Learning. Theory & Practice 12. Virginia: Center for Applied Linguistics, 1978; Inman, Marianne. Foreign Languages, English as a Second Foreign Language, and the U.S. Multinational Corporation. Theory & Practice 16. Virginia: Center for Applied Linguistics, 1978Freed, Barbara F. From the Community to the Classroom: Gathering Second Language Speech Samples. Theory & Practice 6. Virginia: Center for Applied Linguistics, 1978. Pp. 26. $2.95.Morain, Genelle G. Kinesics and Cross-Cultural Understanding. Theory & Practice 7. Virginia: Center for Applied Linguistics, 1978. Pp. 31. $2.95.Keller, Howard H. New Perspectives on Teaching Vocabulary. Theory & Practice 8. Virginia: Center for Applied Linguistics, 1978. Pp. 26. $2.95.Falk, Julia S. Language and Linguistics: Bases for a Curriculum. Theory & Practice 10. Virginia: Center for Applied Linguistics, 1978. Pp. 27. $2.95.Hodge, Virginia D. Personality and Second Language Learning. Theory & Practice 12. Virginia: Center for Applied Linguistics, 1978. Pp. 31. $2.95.Inman, Marianne. Foreign Languages, English as a Second Foreign Language, and the U.S. Multinational Corporation. Theory & Practice 16. Virginia: Center for Applied Linguistics, 1978. Pp. ix, 37. $4.95.

1980 ◽  
Vol 37 (1) ◽  
pp. 120-120
Author(s):  
Alister Cumming
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Multinational Corporation ◽  
Second Language Learning ◽  
Applied Linguistics ◽  
Curriculum Theory ◽  
Cross Cultural ◽  
Foreign Languages ◽  
And Linguistics

A Look Back: The U.S. foreign language problem, as covered in Kappan

2020 ◽  
Vol 101 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Problem ◽  
Foreign Language Study ◽  
Look Back ◽  
Language Study ◽  
The U.S

In this monthly Kappan column, Teresa Preston shares a sampling of what past Kappan authors have written about foreign language instruction U.S. schools. Although it is not a topic that has appeared frequently in Kappan, concern about a lack of such instruction goes back at least as far as the 1930s. Although authors have generally agreed about the need for more foreign language study, disputes have emerged about which languages to study and what methods are most effective for teaching foreign languages. Authors have, however, agreed that language study should start earlier than it generally does.

scholarly journals “If You Don’t Speak English, I Can’t Understand You!”: Exposure to Various Foreign Languages as a Threat

2021 ◽  
Vol 10 (8) ◽  
pp. 308
Author(s):  
Timothy Lee ◽  
Ludwin E. Molina
Keyword(s):  
Foreign Language ◽  
American Identity ◽  
Foreign Languages ◽  
Immigrant Family ◽  
White Americans ◽  
Lead White ◽  
English Speaking ◽  
The U.S ◽  
English I

The number of non-English speaking and bilingual immigrants continues to grow in the U.S. Previous research suggests that about one third of White Americans feel threatened upon hearing a language other than English. The current research examines how exposure to a foreign language affects White Americans’ perceptions of immigrants and group-based threats. In Study 1, White Americans were randomly assigned to read one of four fictional transcripts of a conversation of an immigrant family at a restaurant, where the type of language being spoken was manipulated to be either Korean, Spanish, German, or English. In Study 2, White Americans read the same fictional transcript—minus the Spanish; however, there was an addition of two subtitles conditions in which the subtitles were provided next to the Korean and German texts. The two studies suggest that exposure to a foreign language—regardless of whether they are consistent with Anglocentric constructions of American identity—lead White Americans to form less positive impressions of the immigrant targets and their conversation, experience an uptick in group-based threats, and display greater anti-immigrant attitudes. Moreover, there is evidence that the (in)ability to understand the conversation (i.e., epistemic threat) influences participants’ perceptions of immigrants and group-based threats.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Sign in / Sign up

Export Citation Format

Share Document