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Bilingual, Multilingual, and Multicultural Education Commons™
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- Keyword
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- L2 Learning Motivation (4)
- Ideal L2 Self (2)
- L2 Learning Demotivation (2)
- L2 Motivational Self System (2)
- Ought-to L2 Self (2)
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- Activity Theory (1)
- African-American English (1)
- Amotivation (1)
- China (1)
- Demotivation (1)
- Demotivational factors (1)
- Dialect-neutral assessment (1)
- EFL (1)
- Elementary school students (1)
- Ethnic Stratification and Education in East Asia (1)
- Ethnicity (1)
- General Linguistics (1)
- Interviews (1)
- L2 Learning Amotivation (1)
- L2 Motivational Self-System (1)
- Language, Linguistics; Education, Early Childhood (1)
- Minorities (1)
- Mixed Methods Approach (1)
- Motivation (1)
- Narrative development (1)
- Qualitative Inquiry (1)
- Socio-educational Model (1)
- Sociocultural Theory/Activity Theory (1)
- Sociology of education (1)
- Spanish as a Heritage Language / Second Language (1)
- Publication
Articles 1 - 8 of 8
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
The Comprehension Of Metaphor By Preschool Children: Implications For A Theory Of Lexicon, Barbara Pearson
The Comprehension Of Metaphor By Preschool Children: Implications For A Theory Of Lexicon, Barbara Pearson
Barbara Zurer Pearson
Comprehension of metaphor in preschoolers was studied through an elicited repetition task. Subjects were 52 children ages 3;0 to 5;2. Repetition performance on metaphors was compared to repetitions of semantically well-formed literal sentences as well as semantically anomalous sentences, all matched for length, vocabulary and sentence structure. Accuracy on literal and metaphoric stimuli were comparable and both were significantly better than performance on anomalous sentences. There were no effects for age or sex. It was shown that the metaphors were not semantically anomalous to the children and that they were processed on a par with literal language. The argument is …
Sociological Perspectives On Ethnicity And Education In China: Views From Chinese And English Literatures, Hua-Yu Sebastian Cherng, Emily C. Hannum, Chunping Lu
Sociological Perspectives On Ethnicity And Education In China: Views From Chinese And English Literatures, Hua-Yu Sebastian Cherng, Emily C. Hannum, Chunping Lu
Emily C. Hannum
This paper reviews Chinese- and English-language literature on ethnic minorities and education in China. Six major research topics emerge from the Chinese-language research: (1) Marxism and ethnic minority education; (2) patriotism and national unity in education for ethnic minority students; (3) multicultural education; (4) determinants of ethnic differences in education; (5) school facilities and teacher quality; and (6) preferential / affirmative action policies. Four research themes are identified from the English-language literature: (1) policy overviews; (2) education and ethnic identity; (3) incentives and disincentives for buy-in to the education system; and (4) educational stratification. The majority of quantitative research from …
Elementary School Students' Foreign Language Learning Demotivation: A Mixed Methods Study Of Korean Efl Context, Tae-Young Kim Dr., Hyo--Sun Seo
Elementary School Students' Foreign Language Learning Demotivation: A Mixed Methods Study Of Korean Efl Context, Tae-Young Kim Dr., Hyo--Sun Seo
Dr. Tae-Young Kim (김태영, 金兌英)
This mixed methods study investigates Korean elementary school students’ foreign language learning demotivation and their teachers’ perception of student demotivation. A questionnaire was conducted with 6,301 elementary school students from Grades 3 to 6 to examine their motivational changes. This revealed a decrease in all motivational constructs – instrumental, intrinsic, integrative, parental/academic extrinsic motivations – as the students advanced throughout the school grades. The findings were further analyzed by using interviews and open-ended questionnaires with 17 English teachers. They attributed the students’ demotivation to three elements: 1) the negative impact of the English teacher such as incongruence with students’ needs, …
The L2 Motivational Self System Of Korean Efl Students: Cross-Grade Survey Analysis, Tae-Young Kim
The L2 Motivational Self System Of Korean Efl Students: Cross-Grade Survey Analysis, Tae-Young Kim
Dr. Tae-Young Kim (김태영, 金兌英)
Due to the increase in international trade, mass transportation, and information technology, the role of English as a global language has changed, and conventional EFL/ESL motivation needs paradigmatic reconstruction. This study compares Dörnyei’s (2009) recent proposal of a second language (L2) motivational self-system with Gardner’s (1985) socio-educational model by investigating 2,783 Korean students’ English learning motivation from Grades 3 through 12 in 14 different schools. The cross-grade survey results indicated that Korean EFL learners’ motivational intensity showed a curvilinear pattern, which means their motivation consistently decreased until Grade 9 but increased from Grades 10 to 12. A series of regression …
Korean Secondary School Students' L2 Learning Motivation: Comparing L2 Motivational Self-System With Socio-Educational Model, Yoon-Kyoung Kim, Tae-Young Kim
Korean Secondary School Students' L2 Learning Motivation: Comparing L2 Motivational Self-System With Socio-Educational Model, Yoon-Kyoung Kim, Tae-Young Kim
Dr. Tae-Young Kim (김태영, 金兌英)
In order to confirm ecological validity of Dörnyei’s second language motivational self, the present study investigated 495 South Korean secondary school students’ L2 learning motivation and motivated behavior by using a questionnaire survey. The participants’ ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students’ L2 learning motivation. As for instrumentality, promotional aspects demonstrated a …
Korean Efl Students' Amotivation To Learn English: An Activity Theory Analysis, Tae-Young Kim
Korean Efl Students' Amotivation To Learn English: An Activity Theory Analysis, Tae-Young Kim
Dr. Tae-Young Kim (김태영, 金兌英)
By using Dörnyei’s (2009) L2 motivational self-system, this qualitative study investigates 39 Korean EFL students’ amotivation of English learning, or the lack of motivation. Theoretically, the study was guided by Leont’ev’s (1978) activity theory, which emphasizes the unique mediation between the individual (as an active agent representing ontogenetic human development) and the social domain. I argue that an AT perspective can coherently explain students’ amotivation by paying attention to the students’ socioeducational contexts. Particularly, hakbul, or degreeocracy widespread among students and parents in Korea, is attributed to be the major reason for student amotivated but sustained English learning.
The research …
Key Concepts For Theorizing Spanish As A Heritage Language, Andrew Lynch
Key Concepts For Theorizing Spanish As A Heritage Language, Andrew Lynch
Andrew Lynch
In this chapter, I provide a selective, critical overview of the principal theoretical concepts that have served to frame studies of Spanish as a heritage language in the United States since the 1970s. Among the concepts I consider are: diglossia, standard language, proficiency, register, agency, and generation.
Dialect-Neutral Indices Of Narrative Cohesion And Evaluation, Frances Burns, Peter A. De Villiers, Barbara Zurer Pearson, Tempii Champion
Dialect-Neutral Indices Of Narrative Cohesion And Evaluation, Frances Burns, Peter A. De Villiers, Barbara Zurer Pearson, Tempii Champion
Barbara Zurer Pearson
Purpose: This study compares the development of essential elements of narrative skill in children from African American English (AAE)- and general American English (GAE)-speaking communities using an innovative elicitation and evaluation paradigm. The measures include: 1) reference contrasting, 2) temporal expressions, 3) mental state descriptions, and 4) understanding of behavior based on false belief. Method: Participants were 291 AAE speakers and 238 GAE speakers, 4 to 9 years of age. Approximately one-third of both dialect groups were identified as language impaired. Children generated two stories based on short picture sequences. Their stories were coded for the four key indices of …