Share This Article:

University Students’ Beliefs on Communicating Meanings: Justifying the Language Policy

Abstract Full-Text HTML Download Download as PDF (Size:420KB) PP. 228-238
DOI: 10.4236/ojml.2014.42018    5,523 Downloads   6,800 Views  
Author(s)    Leave a comment

ABSTRACT

Language is about passing on meanings. This implies a speaker’s level of proficiency and fluency and a level of comprehension by the listener. English, a widely used medium, has been deeply researched on in how it is used by non-native speakers to inform native speakers, and by native speakers to inform non-native speakers. However, little research is done on non-native speakers using it to inform non-native speakers. This article draws on the research done with university students carrying out their practicum using English as the medium suggested in the government policy. Their voices indicate that despite their limited proficiency and fluency, linguistic choices are based on their beliefs. Therefore, utterances should not be judged on the basis of proficiency and fluency but on beliefs which are shaped by their culture, policies and interactive situation.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Kimoga, J. (2014) University Students’ Beliefs on Communicating Meanings: Justifying the Language Policy. Open Journal of Modern Linguistics, 4, 228-238. doi: 10.4236/ojml.2014.42018.

References

[1] Batalova, J., & Fix, M. (2010). A Profile of Limited English Proficient Adult Immigrants. Peabody Journal of Education, 85, 511-534.
http://dx.doi.org/10.1080/0161956X.2010.518050
[2] Baurain, B. (2011). Morality, Relationality, and Listening Pedagogy in Language Education. International Journal of Listening, 25, 161-177.
http://dx.doi.org/10.1080/10904018.2011.604604
[3] Burbules, N. C. (1993). Dialogue in Teaching: Theory and Practice. London: Teachers College Press.
[4] Cangelosi, S. J. (1988). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. New York: Longman Inc.
[5] Coulthard, M. (Ed.) (1992). Advances in Spoken Discourse Analysis. London: Routledge.
[6] Dillon, J. T. (1990). The Practice of Questioning. London: Routledge.
[7] Dubetz, N. E., & de Jong, E. J. (2011). Teacher Advocacy in Bilingual Programs. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 34, 248-262.
[8] Fysh, M. C. (1990). An Investigation into Methods of Developing Oral Fluency in Foreign Language Teaching. The Vocational Aspect of Education, 42, 19-23.
http://dx.doi.org/10.1080/13636829008619466
[9] Garton, S. (2012). Speaking out of Turn? Taking the Initiative in Teacher-Fronted Classroom Interaction. Classroom Discourse, 3, 29-45.
http://dx.doi.org/10.1080/19463014.2012.666022
[10] Gee, J. P. (1999). An Introduction to Discourse Analysis: Theory and Method. London: Routledge.
[11] Government White Paper on the Education (1992). Education for National Integration and Development. Kampala.
[12] Hashimoto, K., & Lee, J. S. (2011). Heritage-Language Literacy Practices: A Case Study of Three Japanese American Families. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 34, 161-184.
[13] Helfrich, S. R., & Bosh, A. J. (2011). Teaching English Language Learners: Strategies for Overcoming Barriers. The Educational Forum, 75, 260-270.
http://dx.doi.org/10.1080/00131725.2011.578459
[14] Hertzog, L. (2011). Can a Successful ESL Teacher Hold Deficit Beliefs of Her Students’ Home Languages and Cultures? Multicultural Perspectives, 13, 197-204.
http://dx.doi.org/10.1080/15210960.2011.616829
[15] Hewings, M. (1992). Intonation and Feedback in the EFL Classroom. In: M. Coulthard (Ed.), Advances in Spoken Discourse Analysis ( pp. 183-196). London: Routledge.
[16] Howard, A. (2010). Is There Such a Thing as a Typical Language Lesson? Classroom Discourse, 1, 82-100.
http://dx.doi.org/10.1080/19463011003750699
[17] Johnson, F. L. (2012). Rhetorical Positioning of US Policy Statements about Multilingual Education—With Reference to the EU. Language, Culture and Curriculum, 25, 73-87.
http://dx.doi.org/10.1080/07908318.2011.653059
[18] Kress, G., & Hodge, R. (1979). Language as Ideology. London: Routledge and Kegan Paul.
[19] Laoire, M. (2012). Language Policy and Minority Language Education in Ireland: Re-Exploring the Issues. Language, Culture and Curriculum, 25, 17-25.
http://dx.doi.org/10.1080/07908318.2011.653055
[20] Li, L, Mazer, J. P., & Ju, R. (2011). Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility. Communication Education, 60, 461-478.
http://dx.doi.org/10.1080/03634523.2011.565352
[21] Li, L., & Walsh, S. (2011). ‘Seeing Is Believing’: Looking at EFL Teachers’ Beliefs through Classroom Interaction. Classroom Discourse, 2, 39-57.
http://dx.doi.org/10.1080/19463014.2011.562657
[22] MacKay, I. (1995). Asking Questions (2nd ed.). London: Institute of Personnel and Development.
[23] May, R. P. (1988). Confidence in the Classroom: Realistic Encouragement for Teachers. Leicester: Inter-Varsity Press.
[24] Moran, C. (2002). Discourse and Intonation. In: P. Alonso, M. J. Sanchez, J. Hyde, & C. Moran (Eds.), Aspects of Discourse Analysis (pp. 191-204). Salamanca: Imprenta Calatrava Sociedad Cooperativa.
[25] Mumin, Z. (2011). Language and Literacy Development in Bilingual Settings. International Journal of Bilingual Education and Bilingualism, 14, 772-775.
http://dx.doi.org/10.1080/13670050.2011.576530
[26] Nag, S., & Snowling, M. J. (2012). Reading in an Alphasyllabary: Implications for a Language Universal Theory of Learning to Read. Scientific Studies of Reading, 16, 404-423.
http://dx.doi.org/10.1080/10888438.2011.576352
[27] Ortiz, A. A., Robertson, P. M., Wilkinson, C. Y., Liu, Y., McGhee, B. D., & Kushner, M. I. (2011). The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 34, 316-333.
[28] Palmer, D. (2011). The Discourse of Transition: Teachers’ Language Ideologies within Transitional Bilingual Education Programs. International Multilingual Research Journal, 5, 103-122.
http://dx.doi.org/10.1080/19313152.2011.594019
[29] Parkes, J., & Ruth, T. (2011). How Satisfied Are Parents of Students in Dual Language Education Programs?: ‘Me parece maravillosa la gran oportunidad que le están dando a estos ninos’. International Journal of Bilingual Education and Bilingualism, 14, 701-718.
http://dx.doi.org/10.1080/13670050.2011.577762
[30] Peercy, M. M. (2011). Preparing English Language Learners for the Mainstream: Academic Language and Literacy Practices in Two Junior High School ESL Classrooms. Reading & Writing Quarterly: Overcoming Learning Difficulties, 27, 324362.
http://dx.doi.org/10.1080/10573569.2011.596105
[31] Pettit, S. K. (2011). Teachers’ Beliefs about English Language Learners in the Mainstream Classroom: A Review of the Literature. International Multilingual Research Journal, 5, 123-147.
http://dx.doi.org/10.1080/19313152.2011.594357
[32] Safford, K., & Drury, R. (2013). The “Problem” of Bilingual Children in Educational Settings: Policy and Research in England. Language and Education, 27, 70-81.
http://dx.doi.org/10.1080/09500782.2012.685177
[33] Seedhouse, P. (2010). Locusts, Snowflakes and Recasts: Complexity Theory and Spoken Interaction. Classroom Discourse, 1, 4-24.
http://dx.doi.org/10.1080/19463011003750624
[34] Simon, E., & Taverniers, M. (2011). Advanced EFL Learners’ Beliefs about Language Learning and Teaching: A Comparison between Grammar, Pronunciation, and Vocabulary. English Studies, 92, 896-922.
http://dx.doi.org/10.1080/0013838X.2011.604578
[35] Sinclair, J. M., & Coulthard, R. M. (1975). Towards an Analysis of Discourse: The English Used by Teachers and Pupils. London: Oxford University Press.
[36] Taboada, A., & Rutherford, V. (2011). Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment. Reading Psychology, 32, 113-157.
http://dx.doi.org/10.1080/02702711003604468
[37] Then, D. C. O., & Ting, S. H. (2011). Code-Switching in English and Science Classrooms: More than Translation. International Journal of Multilingualism, 8, 299-323.
http://dx.doi.org/10.1080/14790718.2011.577777
[38] Tsui, A. B. M. (1995). Introducing Classroom Interaction. London: Penguin.
[39] Wertsch, V. J. (1985). Vygotsky and the Social Formation of the Mind. London: Havard University Press.

  
comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.