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Apprehension and motivation among adolescent dual language peers: perceptions and awareness about self-directed teaching and learning / Lisa Winstead
// Language and education 2013, Vol27, N.1 2013p. 1-21 English learners are given few opportunities to develop their oral language and be seen as language experts. Self-regulated dual language learning is an authentic approach to communicating in the target language that promotes basic interpersonal communication skills between foreign language and second language learners. This study examines how adolescent emergent English learners (ELs) and Spanish learners (SLs) self-regulated their language learning process in a dual language program. While there is a dearth of r esearch about this topic, there are a number of significant self-efficacy studies that show connections between motivation, confidence and language learning. This case study explores not only how adolescent ELs and SLs practice and teach language but also how they reflected upon this process. Findings from transcription and analysis of 18 language sessions reveal that students go through three specific stages (Language Apprehension, Language Initiation and Language Acquisition) when teaching and learning language, which serve as a theoretical model. It is a frame for situating their experiences and interactions as language learners and teachers
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Language and social justice in South Africa’s higher education: insights from a South African university / Munene Mwaniki
// Language and education 2012, Vol26, N.5 2012p. 213-232 The paper interrogates the issue of language and social justice in South Africa’s higher education using quantitative and qualitative data collected at the University of the Free State (UFS). Data were collected using questionnaires. Through purposive sampling based on South African and UFS demographics, 120 questionnaires were administered to UFS students. Descriptive and inferential statistics were used to analyse the data. The results show that language is a critical component in the conceptualisation and actualisation of social justice in South Africa’s higher education. The results further indicate that language continues to play the role of privileging access to higher education for some, while curtailing access to higher education for others, in South Africa. The paper concludes that this reality is contrary to the principles of social justice and recommends a radical overhaul of the language dispensation in South Africa’s higher education within the framework of social justice
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lulling the story of the Computer Geek: children becoming author* and translators / Raymonde Sneddon
// Language and education 2012, Vol26, N.5 2012p. 435-450 The paper offers a case study of two bilingual girls aged 10, born in London, of Albanian-speaking families who arrived in the UK as refugees. An earlier study, when the girls were aged six, explored the strategies they used as they learned to read with their mothers in Albanian using dual language books. Four years on, supported by a primary school in East London that values the bilingualism of its pupils, the girls have become authors. Based on observation, recordings and transcription, the present study fellows them as they create their own dual language book: composing a joint story in English and translating it into Albanian. Through an analysis of transcripts and observations, the paper explores how the girls face the challenges of translation. Working together in school, without a dictionary, the girls use their own linguistic resources to negotiate meaning and to achieve the close translation that they know is expected in a dual language text. In the process, they reveal to the researcher their understanding of how their languages work. In a reflection on their journey towards biliteracy, they acknowledge the important role played by their teachers in encouraging their bilingual development and reveal their pride in becoming authors
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