scholarly journals CRISIS OF ETHNIC IDENTITY WITH LANGUAGE LOSS OF ORAON TRIBE

2018 ◽  
pp. 26-36
Author(s):  
Stuti Bhagat
Keyword(s):  
Ethnic Identity ◽  
Mother Tongue ◽  
Identity Crisis ◽  
Linguistic Competence ◽  
Language Loss ◽  
The One ◽  
Cultural And Linguistic Competence ◽  
Language Learn ◽  
Tribal Language

Why do you want to learn your language?”, “Learn English! the children speak in English fluently”, “What’s your mother tongue? - ‘Hindi”, “You belong to a tribe and you don’t you know your tribal language?” -- these are common remarks that the migrating people of a tribe settled in other areas, have to face. They usually avoid these questions or end up learning the language with the highest sociolinguistic capital in their surrounding context. Over a course of time, the language of their ethnic identity gets increasingly replaced in more and more domains. While these substitutions are taking place, when an individual contemplates about identity, the one thing that goes missing is the ethnic identity. Individuals not born and brought up around their tribe, lack the cultural and linguistic competence to appreciate one’s own ethnic identity. In course of time, this gives rise to an identity crisis. This crisis is not limited to one level, but on a wider arena there is language loss taking place. The reasons can be social, political, cultural, etc. Social reasons feature most prominently for all the stated problems and the strange questions that are asked. So, in the paper, attempts have been made to dissect the mentioned issues in vivid detail

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

First grammar books in the Habsburg Monarchy: individual initiative and regulatory interference by the state (1760s–1770s)

2020 ◽  
Vol 2019 (2 (11)) ◽  
pp. 137-157
Author(s):  
Olga V. Khavanova ◽  
Keyword(s):  
Eighteenth Century ◽  
State Policy ◽  
Large Scale ◽  
Language Use ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
German Language ◽  
Habsburg Monarchy ◽  
Private Initiative ◽  
The One

The second half of the eighteenth century in the lands under the sceptre of the House of Austria was a period of development of a language policy addressing the ethno-linguistic diversity of the monarchy’s subjects. On the one hand, the sphere of use of the German language was becoming wider, embracing more and more segments of administration, education, and culture. On the other hand, the authorities were perfectly aware of the fact that communication in the languages and vernaculars of the nationalities living in the Austrian Monarchy was one of the principal instruments of spreading decrees and announcements from the central and local authorities to the less-educated strata of the population. Consequently, a large-scale reform of primary education was launched, aimed at making the whole population literate, regardless of social status, nationality (mother tongue), or confession. In parallel with the centrally coordinated state policy of education and language-use, subjects-both language experts and amateur polyglots-joined the process of writing grammar books, which were intended to ease communication between the different nationalities of the Habsburg lands. This article considers some examples of such editions with primary attention given to the correlation between private initiative and governmental policies, mechanisms of verifying the textbooks to be published, their content, and their potential readers. This paper demonstrates that for grammar-book authors, it was very important to be integrated into the patronage networks at the court and in administrative bodies and stresses that the Vienna court controlled the process of selection and financing of grammar books to be published depending on their quality and ability to satisfy the aims and goals of state policy.

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

2019 ◽  
Vol 30 (4) ◽  
pp. 392-398 ◽  
Author(s):  
Susan L. Neely-Barnes ◽  
Brittany G. Kirk ◽  
Susan Elizabeth Elswick ◽  
Laura C. Taylor ◽  
Elena Delavega ◽  
...  
Keyword(s):  
Social Work ◽  
Training Program ◽  
Health Resources ◽  
Linguistic Competence ◽  
Master Of Social Work ◽  
Field Placements ◽  
Msw Students ◽  
Second Year ◽  
Work Education ◽  
Cultural And Linguistic Competence

Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

scholarly journals Jewish fish (ΙΧΘΥΣ) in post-supersessionist water: Messianic Judaism within a post-supersessionistic paradigm

2016 ◽  
Vol 72 (4) ◽  
Author(s):  
Joel Willitts
Keyword(s):  
Ethnic Identity ◽  
New Testament ◽  
The Body ◽  
The Other ◽  
Messianic Judaism ◽  
The New Testament ◽  
The One ◽  
The Church

This article defines, explains and argues for the necessity of a post-supersessionistic hermeneutical posture towards the New Testament. The post-supersessionistic reading of the New Testament takes the Jewish nature of the apostolic documents seriously, and has as its goal the correction of the sin of supersessionism. While supersessionism theologically is repudiated in most corners of the contemporary church through official church documents, the practise of reading the New Testament continues to exhibit supersessionistic tendencies and outcomes. The consequence of this predominant reading of the New Testament is the continued exclusion of Jewish ethnic identity in the church. In light of the growing recognition of multiculturalism and contextualisation on the one hand, and the recent presence of a movement within the body of Messiah of Jewish believers in Jesus on the other, the church’s established approach to reading Scripture that leads to the elimination of ethnic identity must be repudiated alongside its post-supersessionist doctrinal statements. This article defines terms, explains consequences and argues for a renewed perspective on the New Testament as an ethnic document; such a perspective will promote the church’s cultivation of real embodied ethnic particularity rather than either a pseudo-interculturalism or the eraser full ethnicity.

Promoting Cultural and Linguistic Competence with Documentary Film in Spanish

Hispania ◽  
2015 ◽  
Vol 98 (3) ◽  
pp. 549-569
Author(s):  
Tammy Jandrey Hertel ◽  
Stasie Harrington
Keyword(s):  
Documentary Film ◽  
Linguistic Competence ◽  
Cultural And Linguistic Competence

scholarly journals The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english

2014 ◽  
Author(s):  
Βάϊα Παπαχρήστου
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Target Language ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Speaker Variability ◽  
English Classes ◽  
Pronunciation Instruction ◽  
English Vowels ◽  
The One

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

scholarly journals Strategies of Impoliteness in Japanese Spontaneous Talks

2020 ◽  
Author(s):  
Paolo Calvetti
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
The Other ◽  
Japanese Language ◽  
Bulletin Board ◽  
Bulletin Board System ◽  
Other Hand ◽  
The One ◽  
Board System

If, on the one hand, Japanese language, with its richness of marked allomorphs used for honorifics, has been considered one of the most attractive languages to investigate the phenomenon of politeness, on the other hand, a very small number of studies have been devoted to Japanese impoliteness, most of them limited to BBSs’ (Bulletin Board System) chats on Internet. Interestingly, Japanese native speakers declare, in general, that their language has a very limited number of offensive expressions and that ‘impoliteness’ is not a characteristic of their mother tongue. I tried to analyse some samples of spontaneous conversations taken from YouTube and other multimedia repertoires, in order to detect the main strategies used in Japanese real conversations to cause offence or to show a threatening attitude toward the partner’s face. It seems possible to state that, notwithstanding the different ‘cultural’ peculiarities, impoliteness shows, also in Japanese, a set of strategies common to other languages and that impoliteness, in terms of morphology, is not a mirror counterpart of keigo.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

Right to Education in Mother Language

2021 ◽  
pp. 223-241
Author(s):  
Nima Norouzi ◽  
Hussein Movahedian
Keyword(s):  
Human Rights ◽  
Mother Tongue ◽  
The Other ◽  
Right To Education ◽  
International Human Rights ◽  
Linguistic Rights ◽  
Government Institutions ◽  
International Human ◽  
The One ◽  
The Right

The right to use one's mother language is affected by examining the nature of this right in the international human rights system. Speaking of linguistic rights requires examining this right in the context of general human rights and the rights of minorities. On the one hand, the right to use one's mother tongue is rooted in the “right to be different,” which itself is inspired by human dignity, and, on the other hand, because the linguistic rights of the majority are better guaranteed than the linguistic rights of the minority. This chapter examines the right to use one's mother tongue in the minority system; therefore, language rights can be divided into two approaches based on tolerance, which prohibits any interference with the choice of language and its use by governments, as well as an extension-based approach that seeks to protect the right to use language in various fields such as education, court, public arena, and government institutions.

scholarly journals The Challenges Facing the Foreign Language Teacher Educator: A Proposed Teacher Education Model for EFL

1970 ◽  
Vol 16 (1-2) ◽  
pp. 1-12
Author(s):  
Carol Goldfus
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Procedural Knowledge ◽  
Mother Tongue ◽  
Teacher Educator ◽  
Language Education ◽  
Interdisciplinary Approach ◽  
Declarative Knowledge ◽  
Language Teacher ◽  
The One

As a result of the multi-cultural classroom in the 21st century, language teacher educators face new challenges; for example, young learners and those with language-based difficulties. In order to respond to these evolving needs, a new professional approach that combines theoretical knowledge with practical application is proposed. This approach targets what it is that teachers should know about literacy acquisition in at least two languages - a mother tongue and, in this case, English. The contribution of this proposed model to language education is to produce a teacher with declarative knowledge and research tools on the one hand, as well as the ability to cope with a heterogeneous classroom in a multicultural society on the other. This paper also intends to show how pre-service teacher education would benefit from an interdisciplinary approach with a combination of declarative knowledge and procedural knowledge with all teaching being ‘science-based practice’.DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6125 NELTA 2011; 16(1-2): 1-12

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