Sociolinguistics and social contexts of language. (c2002)

Chehimi, Ghada M.

doi:10.26756/th.2002.23

Cited by 2 publications

(3 citation statements)

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“…Years later, according to Bacha andBahous (2011, p. 1321) and Chehimi (2002, p. 8), "Lebanese returnees constitute at present true bilinguals' communities who practice their bilingualism in their daily dealing. In fact, Chehimi (2002) contends that "all returnees send their children to foreign language-oriented schools and do their shopping at special shopping centers modeled after their counterparts in the west, including having clerks who can communicate in a foreign language" (p. 8). Shaaban (1997) propounds that "bilingualism has been and continues to be a cherished tradition in Lebanon in general, and in the Lebanese educational system in particular" (p. 257).…”

Section: Bilingualism In Lebanonmentioning

confidence: 99%

“…That is where parents are the salient agents towards their kids' education and progress. Earlier in this paper, Chehimi (2002) asserts that "Following the 1975-1990 conflict, Lebanese families that returned home sent their kids to schools focused on foreign languages and shopped at unique malls that were designed to resemble those in the West, complete with multilingual cashiers" (p. 8). However, such behavior characterizes a small portion of Lebanese households since immigrants who decide to settle back in Lebanon are also limited in numbers.…”

Section: Parents Expectationsmentioning

confidence: 99%

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Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I

M. Chehimi,

J. Hejase

2024

JSEL

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Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.

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Section: Bilingualism In Lebanonmentioning

confidence: 99%

Section: Parents Expectationsmentioning

confidence: 99%

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I

M. Chehimi,

J. Hejase

2024

JSEL

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“…Lebanon, a Middle Eastern country, is a well-known site where its population is bilingual and multilingual (Zakaria, 1992;Bahous, Bacha, & Nabhani, 2011;Chehimi, 2021a, b;Dbeissy and Beainy, 2022). Most of the studies in Lebanon address Lebanese bilingualism or multilingualism in the context of culture and history (Abou, 1961;Al-Shamat, 2009;Bacha and Bahous, 2011;Womack, 2012;Baladi, 2018;Chaaban, Arar, Sawalhi, et al, 2021;Chehimi, 2021b;Dbeissy and Beainy, 2022), code-switching and code-mixing (Chehimi, 2002;Chehimi, 2021a, b), and teaching and learning pedagogies for English as a foreign language (EFL) and English as a second language (ESL) (Shaaban, 1997;Shaaban and Ghaith, 1999;Bahous, Bacha, & Nabhani, 2011;Bacha and Bahous, 2011;Shaaban, 2017;Chehimi, 2021a, b;Nicolas and Annous, 2021;Dbeissy and Beainy, 2022;Chehimi and Alameddine, 2022). No other research is recorded on the influence of bilingualism at a young age on university students learning a foreign language.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

M. Chehimi,

J. Hejase,

J. Hejase

2024

JSEL

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This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.

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Sociolinguistics and social contexts of language. (c2002)

Cited by 2 publications

References 0 publications

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

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