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Call me Fei: Chinese-speaking students’ decision whether or not to use English names in classroom interaction / Simon Cotterill
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020p. 228-241 Unlike other groups of international students, Chinese speakers’ use of English names while studying in English is an established norm. Relatively little discussion of the practice has taken place within recent literature, and less attention still has been paid to the minority of Chinese-speaking students who do not adopt English names. The choice of name used during classroom interaction is, though, both significant and meaningful, symbolising the social and cultural membership a person would like to evoke and impacting on student-teacher relationships. This article reports on a survey into the use of English names by Chinese speakers, which was completed by 330 Chinese-speaking students at UK universities – 255 of whom had adopted English names, 75 of whom had not. Survey responses reveal why and how decisions to/not to adopt English names are made. Interview data is then presented from discussions with eight Chinese-speaking students based in the UK who do not use English names. They explain why and describe their experiences of being a minority among Chinese-speakers studying in English.
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Class discussion as a site for fostering symbolic competence in translation classrooms / Eiko Gyogi
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020 Pages 290-304 Recent studies have brought attention to the potential of translation as a symbolic activity to improve students’ translingual competence. This study contributes to this growing field of study by examining students’ voices in class discussions in translation classrooms. Five translation sessions were implemented with beginner and intermediate learners of Japanese at a UK university. Based on thematic analysis of students’ learning journals and post-session interviews, this study highlights how class discussion provides a site for sharing multiple perspectives and meaning-making processes that each student brings to the same text. It also enables students to reflect on these interpretations and find and refine their own translations. This study suggests the potential benefits of class discussion in reframing translation activities from those that require students to seek the ‘correct’ answer to those that prompt reflection on the symbolic value of the text, which is often overlooked in communicative language teaching (CLT).
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Educational assessment issues in linguistically diverse contexts : A case study using a generalised linear mixed model / Paula Elosua, Paul De Boeck.
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020Pages 305-318 Fair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results explain differences in achievement among student groups based on home language, educational linguistic model, and test language through sociolinguistic status variables and correspondence between home language and test language. The paper highlights the importance of language-related factors and points out that achievement test scores in linguistically diverse contexts should be interpreted with caution to avoid unfair comparisons.
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Emotions as a linguistic category : perception and expression of emotions by Spanish EFL students / Elisa Pérez-García, María Jesús Sánchez
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020 Pages 274-289 The study assesses the extent to which Spanish students of English as a foreign language (EFL) at a B1+ level (CEFR) are able to communicate in English (target language) joy, sadness, fear, and anger emotions. It focuses on perception, by investigating learners’ ability to recognise these emotions in a reading task, and production, by examining the linguistic resources used to conceptualise and express them in a written task. The participants, 99 undergraduate students, completed an online English questionnaire, including 20 emotionally-loaded hypothetical situations arousing joy, fear, anger, or sadness, and a reading and a writing task. Emotion perception was analysed in terms of percentage of students’ agreement on identifying the main emotion in each scenario. As to production, emotion words, positive and negative emotion-laden words, expressive interjections, intensifiers, and syntactic devices were analysed to obtain common patterns of emotion conceptualisation and expression in English. The results revealed high percentages in students’ ability to perceive emotions, a bias towards positive scenarios, and different strategies of emotion expression, one of the most common across categories being the preference for the adjectival pattern when describing feelings.
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English as a lingua franca in the international university: language experiences and perceptions among international students in multilingual Hong Kong / Chit Cheung Matthew Sung
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020 Pages 258-273 This paper presents findings of a qualitative inquiry into international students’ experiences and perceptions of their language use in an English-medium international university in multilingual Hong Kong, with particular attention to the use of English as a lingua franca (ELF) in relation to other languages. Based on data collected from in-depth interviews with a group of international students, the study found that the participants embraced a pluralistic conceptualisation of ELF. While they emphasised the importance of ELF for their academic and social integration in the university, the perceived resistance against the use of ELF by local students means that the language norms operating in the university cannot be pre-determined. It was also found that the participants expressed monolingual ideologies with respect to the use of ELF as a result of their concerns about social exclusion and linguistic disadvantage. Meanwhile, multilingual language practices and multilingual ideologies in relation to the use of ELF were also found in the participants’ accounts of language experiences and perceptions. The findings also point to the tensions arising from the language choice between ELF and the local language, as well as the co-existence of contradictory language ideologies concerning monolingualism/multilingualism in the international university context.
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