			Home About us Contact

Foreign Language Study (foreign + language_study)

Distribution by Scientific Domains

Humanities and Social Sciences	100%

Selected Abstracts

African-American Students' Opinions About Foreign Language Study: An Exploratory Study of Low Enrollments at the College Level

FOREIGN LANGUAGE ANNALS, Issue 2 2005
Zena Moore
Abstract: Persistent low numbers of African Americans in the foreign language teacher certification program at the University of Texas at Austin motivated the study reported here. Two groups of students responded to a questionnaire that sought information on foreign language experience at elementary and high school, as well as family experiences in foreign languages. Findings revealed that whereas very few students had the opportunity to study a foreign language at the elementary level, all were exposed to at least a two-year compulsory program at high school. These experiences were not motivating enough to encourage college-level continuation, nor were family experiences. Students' language preferences did not support previous findings that low enrollment figures resulted from language offerings that lacked ethnic and cultural appeal. Rather, the study found that there appeared to be little effort made to encourage African-American high school and college students to consider teaching career paths. Students recommended more aggressive dissemination of information to African-American students at the college level about the advantages on pursuing foreign language study. They overwhelmingly suggested including a foreign language requirement in all discipline areas. [source]

Academic Achievement Through FLES: A Case for Promoting Greater Access to Foreign Language Study Among Young Learners

MODERN LANGUAGE JOURNAL, Issue 1 2010
CAROLYN TAYLOR
The No Child Left Behind Act of 2001 established foreign languages as a core curricular content area; however, instructional emphasis continues to be placed on curricular areas that factor into state educational accountability programs. The present study explored whether foreign language study of first-year Grade 3 foreign language students who continued their foreign language study through Grade 5 in Louisiana public schools contributed to their academic achievement in curricular areas tested on the Iowa Tests of Basic Skills (ITBS) and the Louisiana Educational Assessment Program for the 21st Century (LEAP 21) test. Notable findings emerged. First, foreign language (FL) students significantly outperformed their non-FL peers on every test (English language arts, mathematics, science, and social studies) of the Grade 4 LEAP 21. Second, the present research suggested that regardless of the test, whether the Grade 4 criterion-referenced LEAP 21 or the Grade 5 norm-referenced ITBS, at each grade level FL students significantly outperformed their non-FL counterparts on language achievement tests. [source]

The Struggle for a Place in the Sun: Rationalizing Foreign Language Study in the Twentieth Century

MODERN LANGUAGE JOURNAL, Issue 1 2001
James P. Lantolf
Over the course of the past century, the MLJ was one of the sites where the vigorous, and often times passionate justification for, and defense of, foreign language (FL) study in the educational curriculum of the United States unfolded. Almost 10% of the slightly more than 4,000 articles published in the MLJ during the past century focused on the value and relevance of FL study in the educational enterprise. This article will focus on five major themes that surfaced throughout the 8 decades covered by our survey. The first theme comprises the general arguments offered by the profession in support of the value of FL study, most of which were impacted directly or indirectly by world events. The second and third themes document periods of general doubt and optimism about the place of FLs in the curriculum. In the fourth major theme, we describe the passionate and intense argumentation between the faculties of education and the defenders of FL study. The fifth, and final theme, addresses the question of which FLs should be taught in the schools and what contribution each might make to a student's education. As we enter the 21st century, it seems clear that the profession still feels compelled to justify the educational merit of its subject matter. In the end, given the twists and turns that history can take, it is difficult to predict whether FL study will eventually find an uncontested place in the sun. [source]

African-American Students' Opinions About Foreign Language Study: An Exploratory Study of Low Enrollments at the College Level

The FLES Attitudinal Inventory

FOREIGN LANGUAGE ANNALS, Issue 3 2000
Teresa J. Kennedy
The primary purpose of this study was to compare attitudinal differences between elementary students (K-5) involved in a regular Foreign Language in the Elementary Schools (FLES) program with their peers who were not provided with additive foreign language curriculum. Results from the study showed that students participating in FLES programs had positive attitudes relating to school, perceived difficulty in language acquisition, perceived desirability of foreign language study, cultural views, and student self-esteem and confidence levels in relation to their academic achievement in comparison with their non-FLES peers. The conclusions of this study suggest that FLES programs provide students with improved motivation to participate, to persist, and to succeed in second language study. [source]

Academic Achievement Through FLES: A Case for Promoting Greater Access to Foreign Language Study Among Young Learners

A Ten-Year Chronicle of Student Attitudes Toward Foreign Language in the Elementary School

MODERN LANGUAGE JOURNAL, Issue 2 2007
AUDREY L. HEINING, BOYNTON
This article reports the results of 2 studies conducted over a 10-year period that researched student attitudes toward early foreign language learning. These studies are unique because of the long time frame in which the students were followed, and the large data sets collected at the elementary school level. Surveys of students in the Foreign Language in the Elementary Schools (FLES) programs examined the attitudes of all children in 2 school systems in North Carolina: one suburban and one urban. The students studied either French or Spanish. The number of responses to the survey questions ranged from 22,549 to 52,227 for a 4-year period. The results indicated that boys and girls had positive attitudes when responding to 2 questions about enjoyment of their FLES classes and teachers. The girls were positively inclined, and the boys were neutral, in their desire to continue with foreign language study in the next grade. Two items about the use of foreign language outside the school venue and comprehension of foreign language teacher input revealed negative attitudes for both genders. As a follow-up to the quantitative study, qualitative data about attitudes toward foreign language speakers, foreign cultures, and their own education with respect to foreign language study were gathered through structured interviews. The participants were the same students who had completed the original surveys 10 years earlier. In corroboration of the quantitative data, a qualitative analysis revealed that, for a majority of the students, foreign language study was viewed positively, as were foreign language speakers and their cultures. [source]

Second Language Acquisition, Applied Linguistics, and the Teaching of Foreign Languages

MODERN LANGUAGE JOURNAL, Issue 3 2000
Claire Kramsch
Given the current popularity of Second Language Acquisition (SLA) as a research base for the teaching and learning of foreign languages in educational settings, it is appropriate to examine the relationship of SLA to other relevant areas of inquiry, such as Foreign Language Education, Foreign Language Methodology, and Applied Linguistics. This article makes the argument that Applied Linguistics, as the interdisciplinary field that mediates between the theory and the practice of language acquisition and use, is the overarching field that includes SLA and SLA-related domains of research. Applied Linguistics brings to all levels of foreign language study not only the research done in SLA proper, but also the research in Stylistics, Language Socialization, and Critical Applied Linguistics that illuminates the teaching of a foreign language as sociocultural practice, as historical practice, and as social semiotic practice. [source]