Dòng Nội dung
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Language proficiency and socio-cultural orientation of Turkish and Moroccan youngsters in the Netherlands / Guus Extra and Kutlay Yagmur // Language and education 2010, Vol24, N.2
2010
p.117 - 132

In this study, data and discourses on immigrant minority groups and languages other than Dutch at home and at school are presented in order to contextualise the status of Turkish and Moroccan communities and their languages in the Netherland. Patterns of language use, choice and attitudes of Turkish (n = 63) and Moroccan (n — 64) youngsters in the Netherlands are documented and discussed. The findings of this study show that pride in one’s socio-cultural and linguistic backgrounds is not coupled with maintenance of the community language. Arabic and Berber informants report high attachment to their cultural backgrounds but their actual community language use is very restricted compared to their Dutch language use. They clearly shift to Dutch in most domains of language use. Turkish youngsters, on the other hand, show strong language maintenance patterns and their socio-cultural orientation is congruent with their language behaviour. While Moroccan youngsters identify more strongly with Islamic practices, Turkish youngsters identify strongly with the Turkish language. This, in turn, suggests that strong religious attachment does not affect community language maintenance but a strong identification with the community language does contribute to language maintenance. Apparently, for Turkish youngsters, cultural self-awareness goes hand in hand with linguistic self-awareness
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Out of many, one: challenges in teaching multilingual Kenyan primary students in English / Ching-Ni Hsieh, Marcel Ionescu, Tsung Han Ho. // Language, Culture and Curriculum Volume 31, 2018 - Issue 2
2018
p. 199-213

Using a large-scale, standardised English language proficiency test (TOEFL® PrimaryTM), this study examined Kenyan primary school students’ English reading and listening proficiency and explored challenges primary school teachers face in using English as the medium of instruction (EMI) to teach their multilingual students. The test was taken by 4768 students in Standards 3–7 from 51 primary schools across the country in Kenya. Seventeen primary school teachers, representing six major geographical regions, participated in semi-structured interviews to explore their teaching challenges. Results show that, regardless of standard/grade level, the majority of the participating students were beginner-level English language users, which suggests that they may not have the language skills needed to understand classroom instruction and learn the subject matter content effectively in English. Interview findings indicate that, as they implement the EMI policy, teachers encounter five major challenges: (1) mother tongue interference, (2) students’ attitudes toward English, (3) lack of usefulness of English language in the community, (4) resource constraints and (5) diverse student backgrounds. The results have pedagogical implications for EMI implementation in similar multilingual contexts.
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外来务工人员语言能力的多维分析——来自长三角、珠三角的证据 = A multilevel analysis of language proficiency of intra-Chinese migrants: Survey on migrant workers in Pearl River Delta and Yangtze River Delta. / FU Gan. // Applied linguistics. 2014, No.2.
2014.
55-64 p.

Language proficiency is the premise and basis for migrant workers to become integrated with the society. Based on a survey on 4152 migrant workers in Pearl River Delta and Yangtze River Delta in 2010,we conduct a multi-level analysis of the determinants that influence migrant workers’ language proficiency. Study results show that migrant workers with a low language proficiency amount to 39. 4 percent. Logit regression analysis shows language distance, chance of interaction, length of migrant time, motivation,etc. are factors that could predict migrant workers’ language proficiency. And language contact is the key to improving language proficiency among migrant workers.