Your search found 37 results.

Descriptors:
Amharic; Cultural Education; Elementary Secondary Education; English; English (Second Language); Family School Relationship; Hmong; Immigrants; Parent Role; Refugees; Russian; Somali; Spanish; Uncommonly Taught Languages

Abstract:
This instructional video is designed for schools, teachers, and community groups as a tool for encouraging refugee and immigrant parents to communicate with their children's school. The video focuses on the willingness of school personnel to meet with parents to discuss their child's education needs. The video includes sample conversations between parents and school staff. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Amharic; Cultural Education; English; English (Second Language); Family School Relationship; Hmong; Immigrants; Parent Role; Refugees; Russian; Somali; Spanish; Uncommonly Taught Languages

Abstract:
This instructional video is designed for schools, teachers, community groups, and others, as a tool for use in communicating to refugee and immigrant parents. The video serves as a brief overview to the many facets of school which might be new or different for refugee or immigrant parents, including suggestions of what parents might do at home to support school learning. (KFT)

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Amharic; Applied Linguistics; Black Dialects; Chinese; Code Switching (Language); English; English (Second Language); Ethnic Groups; Hebrew; Hindi; Korean; Nonstandard Dialects; Oral Language; Regional Dialects; Russian; Second Language Instruction; Second Language Learning; Sociolinguistics; Standard Spoken Usage; Tagalog; Uncommonly Taught Languages; Vietnamese

Abstract:
This short book argues that the idea that there is one best English--or standard English--is wrong, and that nonstandard dialects are not bastardizations of standard English but alternate variations upon the basic plan of English, of which the standard one. With a general focus on classroom applications, this book makes accessible to teachers, teacher educators, and administrators basic language principles that are commonly accepted by linguists but rarely disseminated in an accessible form to general audiences. Using data from several different languages, it is argued that speech differences heard in America are qualitatively equivalent heard in other parts of the world where the same differences are not considered "bad" language. The thesis of the book is linked not only to"prescriptive grammar" but to more immediate issues facing classroom teachers such as Black English and code switching between Spanish and English. One of four chapters is dedicated to showing how mixture between languages is a worldwide and natural phenomenon, rather than a "language ravaging accident." Chapter titles include the following: "I Hear So Much Bad Grammar These Days"; "It's Just Slang, Isn't It?"; "They Just Mix Them Up!"; and "The Linguistic Rainforest." Extensive references are provided as well as an index. (Author/KFT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Amharic; Comparative Analysis; Data Collection; English (Second Language); Hebrew; Immigrants; Measures (Individuals); Protocol Analysis; Questionnaires; Reading Strategies; Russian; Second Language Learning; Uncommonly Taught Languages; Writing Strategies

Abstract:
Reports on an attempt to compare two data-collecting instruments, Think-aloud Protocols and strategies questionnaires, applied to capture reading/writing strategies. Subjects were immigrant speakers of linguistically different heritage languages, Russian and Amharic first languages, and thus represented two ethnic groups, who went through the process of both acquiring the official language of their new homeland (L2=Hebrew) and learning the language of international communication (FL=English). (Author/JL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Amharic; Change Agents; Cultural Pluralism; Curriculum Design; Elementary Secondary Education; Foreign Countries; Higher Education; Italian; Language Attitudes; Official Languages; Policy Formation; Political Issues; Power Structure; Public Policy; Second Language Learning; Uncommonly Taught Languages

Abstract:
Discusses language policy matters and the management of cultural and linguistic diversity in the area of education, with particular reference to Eritrea in East Africa and its application to Australia's language situation. The article presents examples of the impact of the tyrannical imposition of language usage, including the long-term consequences of such actions. (10 references) (Author/CK)

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Descriptors:
Amharic; Change Strategies; Cultural Context; Educational Objectives; Foreign Countries; Imperialism; Indigenous Populations; Language Attitudes; Language of Instruction; Official Languages; Political Issues; Public Policy; Science Education; Second Language Learning; Sociolinguistics; Uncommonly Taught Languages

Abstract:
Explores the historical, political and socioeconomic contexts within which African children acquire their education in a major international language. Maintains that while such languages assist in the transfer of science and technology, compared to native languages, they are limited in their capacity to serve indigenous educational objectives. (nine references) (Author/CK)

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Descriptors:
Amharic; Arabic; Cultural Pluralism; English (Second Language); Foreign Countries; Indigenous Populations; Language Attitudes; Language of Instruction; Language Planning; Language Role; Multilingualism; Official Languages; Public Policy; Romanization; Second Language Instruction; Uncommonly Taught Languages

Abstract:
Addresses the issue of language planning in pluralist Ethiopia. Offers an evaluative appraisal of the new policy that considers a number of obstacles to implementation of the policy and questions the move towards the preference of the roman alphabet to the Ethiopic syllabic writing system. (33 references) (Author/CK)

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Descriptors:
Amharic; Change Strategies; Educational Change; Elementary Secondary Education; Ethnic Groups; Foreign Countries; Language Attitudes; Language of Instruction; Nationalism; Official Languages; Parent Attitudes; Political Issues; Public Policy; Teacher Education; Teacher Qualifications; Uncommonly Taught Languages

Abstract:
Examines the political implications of linguistic policy and reports on a recent visit to an Ethiopian Teachers' Training Institute. The article discusses the difficulties inherent in the imposition of major educational reform under severe resource restraints. (20 references) (Author/CK)

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Descriptors:
Amharic; Case Studies; College Bound Students; English (Second Language); Foreign Countries; Hebrew; Higher Education; Immigrants; Interviews; Language Maintenance; Language Role; Literacy; Student Attitudes; Uncommonly Taught Languages

Abstract:
A study investigated cognitive, social, and psychological aspects of language and literacy among five young adult Ethiopian students who had emigrated to Israel. The subjects were four males and one female aged 18-25, enrolled in an Israeli university's pre-academic program. All had come to Israel a number of years previously, when their government was changing. Personal interviews with each student consisted of over 70 questions and sought personal opinions as well as factual information. Results indicate that the students were beginning to be aware of, and had deep feelings about, language loss and the inadequacy of their skills in any single language: English, Hebrew, Amharic, or Tigre. Language loss was experienced at home as well as in pursuit of higher education. Family communication was seen as deteriorating. It is noted that language maintenance materials and programs for Amharic and Tigre do not exist, and that little opportunity to express or explore these feelings of loss is available to this population. Further, it is suggested that this situation may represent a form of subtractive bilingualism, and that this population should be provided with better opportunities to develop higher-order cognitive skills for advanced education. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Amharic; Developing Nations; Diachronic Linguistics; Ethnicity; Foreign Countries; Language Role; Language Standardization; Language Usage; Multilingualism; Official Languages; Policy Formation; Political Influences; Public Policy; Social Change; Socioeconomic Status; Uncommonly Taught Languages

Abstract:
Modern Ethiopia has made progress that has altered the status and functions of its various languages. With modernization, the reasons for and means of interethnic contact have multiplied, creating the need for a common language. Amharic, once confined to a rather small area, has spread geographically and grown in status in the last thousand years, and has assumed the role of a common language. Now it is a relatively developed and standardized language with an extensive literary heritage appealing to a growing population. It is also closely associated with opportunity and is gaining popularity among the young. Bilingualism is increasing. However, until Amharic serves both the urban and rural populations and attains a higher level of linguistic development, it will not become a truly common tongue. For those changes to occur, Ethiopia must reach a higher level of socioeconomic and cultural development and promote a language policy that accommodates popular needs associated with the use of local, national, and international languages alike. A five-page reference list concludes the document. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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