MUNA LANGUAGE MAINTENANCE AMONG TEENAGE SPEAKERS IN WATOPUTE, MUNA REGENCY, SOUTHEAST SULAWESI

This study was aimed to investigate the language attitude of Muna teenage speakers and its relationship with the language maintenance as well as the factors affecting Muna language maintenance. This is a mixed-method study in which the data were collected by using questionnaire and interview. Seventy-four students of senior high schools in Watopute sub district were selected purposively to be the participants of this study. The data were analyzed by using chi-square and interpretation. The result shows that the respondents tend to have positive attitude toward Muna language. However, the results also indicate that there is no correlation between language attitude and language maintenance in this research (p>0.05) in which the respondents tend to use Bahasa Indonesia in several domains especially in the school and the social media. The factors affecting Muna language maintenance can be formulated as follows: (1) family, in which the parents taught Bahasa Indpnesia to their children, (2) demographic factors, and (3) the communication pattern in school that gives opportunity to the students to use Bahasa Indonesia rather than Muna language. Penelitian ini bertujuan untuk melihat sikap bahasa remaja suku Muna dan hubungannya dengan pemertahanan Bahasa Muna, serta melihat faktor apa saja yang mempengaruhinya. Penelitian ini menerapkan metode kuantitatif dan kualitiatif. Data penelitian dikumpulkan dengan menggunakan kuisioner dan wawancara. Dengan menggnunakan teknik purposive sampling, peneliti mendapatkan jumlah sampel sebesar 74 siswa dari dua sekolah di Kecamatan Watopute. Data penelitian kemudian dianalisis dengan menggunakan analisis chi-square dan interpretasi. Hasil analisis menunjukkan bahwa remaja Kecamatan Watopute cenderung memiliki sikap positif terhadap Bahasa Muna. Namun, Sikap positif ini tidak sejalan dengan penggunaan Bahasa Muna para remaja dimana tidak ditemukan korelasi yang signifikan antara sikap bahasa dan penggunaan bahasa (p>0.05). Responden cenderung menggunakan Bahasa Indonesia terutama pada ranah sekolah dan media sosial. Faktor yang mempengaruhi penggunaan bahasa responden adalah sebagai berikut: (1) bahasa yang diajarkan pada responden dalam lingkungan keluarga (2) faktor demografis (3) pola komunikasi di sekolah yang memungkinkan siswa untuk terus menggunakan Bahasa Indonesia dibandingkan B

Meeting the Needs of Long-Term English Learners: A Review of the Literature

Meeting the Needs of Long-Term English Learners: A Review of the Literatur

Errors in inflectional morphemes as an index of linguistic competence of Korean Heritage language learners and American learners of Korean

This study examined the linguistic competence in Korean of Korean heritage language learners (HLLs), compared to English-speaking non-heritage language learners (NHLLs) of Korean. It is unclear and controversial as to whether heritage languages learners are exposed to early but are interrupted manifest as L1 competence or share more characteristics with development in L2/FL competence. However, a common misconception is that HLLs outperform NHLLs in overall language skills even though Korean HLLs in Korean as a Foreign Language (KFL) classes do not make better progress than NHLLs despite their comparatively stronger aural interpretive abilities. This study was designed to investigate whether HLLs have an advantage over NHLLs in learning distinctive parametric values in Korean language, through comparing occurrences and sources of grammatical errors exhibited by two groups taking university-level KFL classes. This study addresses Korean inflectional morphemes, with a focus on case and postposition markers and affixal connectives. Data was collected from error analysis (EA) of inflectional morpheme errors and its source on semi-guided and self-generated writing samples, and grammaticality judgment in a word completion (GJWC) test using the same inflectional morphemes used for the EA. Schlyter's Weak language (WL) as L2, Montrul's WL as L1, and the Missing Surface Inflection Hypothesis (MSIH) provided theoretical frameworks. The EA data was coded using the Systematic Analysis of Language Transcript program. The EA and GJWC data were analyzed using a 2-way ANOVA and, when there was a significant interaction effect between heritage status and language proficiency level, a 1-way ANOVA. This study's results confirmed Schlyter's hypothesis, but did not support Montrul's hypothesis from either the EA or GJWC. MSIH failed in explaining underlying linguistic competence of HLLs. Significantly higher error rates caused by omitting necessary subject and object markers among HLLs imply their Korean morphological data stays at the level of Korean child's morphology. Significantly higher error rates in instrument marker in the GJWC test by advanced level of HLLs imply impaired Korean morphology of HLLs. Linguistic variation is more prominent among HLL group. Findings are further discussed in relation to their theoretical, methodological, and pedagogical implications. Differentiated instructional and curricular approaches for HLL and NHLL groups are suggested

The Truth of English Language Acquisition

Every year, over 1,221,000 immigrants come to this country without any English background knowledge in English and are immersed in the public school system. The approximate net international immigration rate of Arkansas is approximately 4500 people annually. Most students that come at a young age must immediately adjust to American life as they go to a new school with a foreign language with strange people and customs. What happens to the students that have language differences, the ones that don\u27t grasp the language easily and continue to struggle through their education and in their careers? How do we know which children are struggling in school because of learning differences and which ones are struggling because of a language and cultural barriers? How does their culture play a part in the education of these students? The purpose of this study is to discover what the best-known way for children with learning differences to learn a second language are, and if Arkadelphia Public Schools are using the most effective methods. Secondary questions explored through this study are as follows: How do students naturally learn their first language? How do students naturally learn their second language? How is English taught as L2 in the Arkadelphia public school system? What are learning differences and how do they hinder language acquisition? And lastly, what are the best methods to teach students with learning differences in L2? The act of learning and becoming fluent in a language other than one\u27s native tongue is known as second language acquisition (SLA), a field of study developed by S. D. Krashen in the 1980s. Learning differences, such as dyslexia impairs one\u27s ability to gain new knowledge or skills. Students with a first language other than English often are misunderstood. Often language difficulties and learning differences can be confused. In a classroom, teachers may mistake the reason for the child\u27s English language developmental delay. this study will look at how an L2 student learning English may be inadvertently identified with a learning difference with their impairment could be due to language deficiency; furthermore, how an identified learning impairment in a first language might hinder the process of acquiring a second language, or L2. then it will attempt to find bridge-building methods teachers may use to help such a student acquire a second language

#Blacklanguagematters: A case study of black identities in an L2 isiXhosa classroom

This paper explores the development of Black identity in a critical and culturally relevant beginner L2 isiXhosa course. While Black students have been a major focus in American education, little attention has gone to their identities in L2 classrooms. In African language courses specifically, Lee (2005) found that Black university students largely enrolled to connect with their African heritage. Van Deusen-Scholl (2003) classified these types of students as learners with heritage motivation. However, there has been little research on how Black students negotiate their historical-cultural heritage in a contemporary L2 classroom. In a case study conducted at the University of Hawaiʻi, four students participated in three twohour isiXhosa lessons designed to be culturally relevant and to critically examine their identities in relation to South African Xhosa culture. Along with survey and lesson discussion data, I interviewed students before and after the course to measure the development of their intersectional identities and perspectives. Drawing on a negotiated syllabus discussion, survey responses, and interviews, I used Rosa and Flores’s (2017) raciolinguistic perspective as a framework to analyze student perceptions of race, gender, and language to understand how the goals of these learners with heritage motivation converged with their intersectional identities and African heritage in an isiXhosa classroom. My findings show that the students developed awareness of their African heritage by shifting their perspectives away from negative outsider perceptions of Black and African communities. Their positive responses to the course relied both on the critical/cultural and linguistic content. This suggests that Black learners with heritage motivation value linguistic acquisition, and benefit from curriculum focused on the connections between Black and African cultures, exclusive of their historically linked oppressions

An Actionable Step: Evaluating the Impact of a Text-Based Vocabulary Intervention to Support Middle School Emergent Bilinguals’ Vocabulary Growth

Research over the last two decades has shown middle school EBs are at risk for academic failure due to compounded systematic challenges that prevented them from acquiring reading proficiency level required to succeed in academic setting (Bowman-Perrott et al., 2010; Deussen et al., 2017; Sheng et al., 2011; Slama, 2012). EBs face shortages of qualified teachers, lack of access to quality instruction, and lack of appropriate assessment tools (Carnoy & Garcia, 2017; Sanchez, 2017; Umansky, 2016). This crisis is particularly acute for middle schoolers, as academic content often requires extensive reading. Middle school EBs are falling behind academically in comparison to their non-EB peers, disproportionately identified in special education, and more likely to be retained or drop out of school (Gandara & Hopkins, 2010). Currently the available research suggests that vocabulary instruction is essential for older EBs literacy skills and best practices in vocabulary intervention could be applied to support EBs (Baker et al., 2014; Hall et al., 2017; Vaughn, 2022) . The current study examined the effectiveness of an online, text-based vocabulary intervention program on EB’s academic vocabulary knowledge, reading fluency, and reading comprehension. Using a multiple-baseline design, four EBs were provided with six weeks intervention. Visual analysis and descriptive statistics was used to analyzed the result. Results indicate improvement from baseline to interventions on word knowledge for both target and non-target words. However, the result did not show improvements on reading fluency and comprehension. The findings from the current study encourage continued research on text-based vocabulary intervention to support middle school EBs with varying demographic characteristics reading achievements such as vocabulary knowledge, reading fluency, and comprehension

LEARNING JAPANESE AS A HERITAGE LANGUAGE: THE HOME SCHOOL ENVIRONMENT

The number of heritage language speakers in the world has increased in recent years and the diversity and importance of heritage language education has become significant. The focus of this paper is Japanese heritage language learners in an Australian context. The project was conducted at a hoshuu-koo, a Japanese supplementary school and explored the experiences of a group of year seven students over a period of one year, in an alternative language class especially designed for heritage language learners. Emphasis for this study was on exploring the language learning experiences of a group of students and considering these against the experiences they brought with them to assist in their learning. The theoretical approach underlying the design of language instruction for the research was based on theories of language acquisition for heritage language learners and emphasised integrated, meaningful content with a focus on the academic register. Data were based on student performance in writing tasks. This research has implications for the design and pedagogical approaches adopted for Japanese heritage language education programs.  Article visualizations