Endangered and minority language pedagogy

Tarsoly, Eszter; Valijärvi, Riitta-Liisa

doi:10.1080/09571736.2020.1753907

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…Further, linguistic features of Omani dialects, including the Al-Hamra dialect, could be taught as elective courses in higher education institutions across Oman, while extracurricular classes in local dialects could be offered at government schools and community centers across the country. Examples of similar actions taken in support of minority and indigenous languages, if not dialects themselves, can be encountered worldwide (Simpson, 2014;Tarsoly & Valijärvi, 2020). However, in recommending such courses of action, it is necessary to acknowledge the limitations of the current study.…”

Section: Resultsmentioning

confidence: 93%

Cross-generational Dialect Familiarity and Use in Oman: The Case of Al-Hamra

Rashid Al-Abri,

Said Al-Harthi,

Denman

et al. 2023

J. arts soc. sci.

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Although a number of researchers have focused on describing the unique linguistic features of various Omani dialects, relatively little attention has been paid to their cross-generational familiarity and use. The current study investigated this issue by exploring the abilities of 95 young (20 years or younger) Al-Hamra residents to provide the meanings and correct usage of 20 words identified as being characteristic of the traditional Al-Hamra dialect. Sixty-one elderly residents (60 years or older) were also asked to perform the same task for vocabulary representing the speech of younger residents. Results indicate a limited understanding of, and ability to use, words from the traditional Al-Hamra dialect among younger residents, with elderly respondents also struggling to understand vocabulary selected from the younger group’s speech. Findings suggest that, in addition to limited cross-generational understanding of the speech typifying younger and older groups in the region, younger people may be losing familiarity with the traditional Al-Hamra dialect. The paper discusses factors that may impact on the situation, and offers ways, such as encouraging wider use of the traditional Al-Hamra dialect in the community and creating lexical resources of dialectical words and phrases, of helping preserve this part of Oman’s unique cultural and linguistic landscape. Keywords: Al-Hamra dialect, cross-generational change, dialect loss/shift, Oman, vocabulary recognition.

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Section: Resultsmentioning

confidence: 93%

Cross-generational Dialect Familiarity and Use in Oman: The Case of Al-Hamra

Rashid Al-Abri,

Said Al-Harthi,

Denman

et al. 2023

J. arts soc. sci.

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“…It is worth remembering that Wales has an important role to play in research into motivation to learn a third language as well as research into the concurrent learning of two additional languages, contributing to an area that has become increasingly relevant in recent years. Research in Wales also has the potential to shed further light on questions relating to the teaching of the country's indigenous language as well as the learning of a foreign language (see Tarsoly & Valijarvi, 2020), from learners who are already English speakers. It is hoped that the new curriculum will provide opportunities for pupils to develop 'a lifelong interest in the languages of Wales and the languages of the world' (Welsh Government, 2022b).…”

Section: Recommendations I)mentioning

confidence: 99%

Choosing a Modern Foreign Language as a GCSE subject – is there a choice? Option boxes and other factors

Jones

2023

WJE

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The aim of the research which underpins this article is to identify the factors that influence pupils when choosing, or not choosing, to study a modern foreign language as a GCSE subject. In 2015, the document Global Futures was published by the Welsh Government to improve and promote Modern Foreign Languages (MFLs). However, statistics show that the numbers taking MFLs as a GCSE subject are continuing to fall (British Council, 2021). The Evaluation of Global Futures (Welsh Government, 2022a) acknowledged that not all the aims of the strategic plan were fully realised as no increase was seen in the number of pupils studying MFLs at examination level. This article focuses on one particular aspect of the data collected by the project, namely the factors that prevented pupils from choosing MFLs as a GCSE subject. Data was collected from 860 pupils in 10 secondary schools, and barriers at school level, such as option boxes and courses not running, were found to be key factors (Jones, 2021, Clayton, 2022). The perception that the subject was difficult was also a factor preventing pupils from choosing MFLs as a GCSE subject, and it should be noted that the foreign language for the pupils in this study (Fukui & Yashmina, 2021) was, at the very least, a third language. It is argued, in line with the British Council report (2021:6), that ‘urgent intervention’ is needed to reverse the decline in the numbers choosing to study MFLs as a GCSE subject. Some recommendations are offered on ways to increase numbers, with reference being made to such considerations such as choosing option subjects in Year 8, setting MFL classes and the need for more deliberate planning in order for pupils to succeed in learning a foreign language (Ofsted, 2021). The implications of the Curriculum for Wales and the multilingual and plurilingual approaches presented therein as ways to “ignite learners’ curiosity and enthusiasm” (Welsh Government, 2022b) are also considered.

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“…This Bearing in mind that the 'Descriptions of learning' in this Area of Learning and Experience are represented as a continuum, it might be suggested that teachers should be trained for this continuum of language skills. Tarsoly and Valijarvi (2020), in a special issue of The Language Learning Journal, (2020) point to the: "Degree of separation between EML (Endangered and Minority Language) pedagogies and educators from MFL curricula and teachers. They follow different pathways in teacher training pathways.…”

Section: Mfl Competencementioning

confidence: 99%

The European Conference on Language Learning 2021: Official Conference Proceedings

2021

ECLL Official Conference Proceedings

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Studies have suggested that L2 learners are likely to experience noticeable development in L2 pragmatic competence during studying abroad owing to their exposure to rich, contextually appropriate L2 input and increasing use of L2 in communicative situations. Existing research regarding L2 pragmatic development in the context of study abroad shows two tendencies: investigations are usually focused on specific pragmatic phenomena and contexts; and L2 learning is usually assessed through comparison with language choices made by native speakers of the target language. This study aims to expand the knowledge in this field by shifting the focus: (1) from pragmatic forms chosen by researchers to moments of learning noticed and considered significant by learners themselves; and (2) from learners' approaches to the native-speaker standard to how they understand cultural meanings behind the L2 and use it to negotiate identity. Qualitative data were collected from five Chinese students in the UK throughout an academic year via semi-structured interviews and online chat. The findings indicate identity challenges that students face in daily interactions concerning L2 pragmatics; linguistic barriers and unfamiliar conventions in interpersonal communications might hinder them from expressing themselves and forming relationships in the way they desire. This process appears to be uncomfortable for some learners, but it seems differences and difficulties in L2 pragmatics nudged learners to go beyond linguistic forms to explore cultural meanings behind the language, which further triggers the development of intercultural awareness.

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Endangered and minority language pedagogy

Cited by 6 publications

References 2 publications

Cross-generational Dialect Familiarity and Use in Oman: The Case of Al-Hamra

Cross-generational Dialect Familiarity and Use in Oman: The Case of Al-Hamra

Choosing a Modern Foreign Language as a GCSE subject – is there a choice? Option boxes and other factors

The European Conference on Language Learning 2021: Official Conference Proceedings

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