Mother-tongue diversity in the foreign language classroom: Perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university
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Jennifer Bruen is Associate Dean for Teaching and Learning in the Faculty of Humanities and Social Sciences, and an Associate Professor in the School of Applied Language and Intercultural Studies at Dublin City University. Her research interests include many aspects of applied linguistics. These include language teaching and learning, language learning strategies, German as a Foreign Language, and language planning and policy.
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Niamh Kelly teaches Japanese language and Japanese translation in Dublin City University. Her research interests include second language learning and teaching, inclusive education and Japanese secret language. As a member of the European-Japanese Teaching Materials bank, she was also involved in developing authentic teaching materials for Japanese, and has co-authored self-study Japanese language courses.
Abstract
This paper considers the position of university language students whose mother tongue is other than the medium of instruction. Specifically, it investigates the attitudes and experiences of non-native English speakers studying either German or Japanese as foreign languages at an English-medium university. The findings indicate that the non-native speakers (NNSs) of English consider themselves to be at an advantage over the native speakers (NSs) of English in the study of German and Japanese as Foreign Languages, despite the fact that the medium of instruction is English, at least in the early stages of the language module. This is primarily owing to the fact that the non-native English speakers are already experienced language learners with an extensive linguistic repertoire. This view is supported by the NSs of English. Some concerns are expressed by non-native speakers of English in relation to an assumed knowledge of culture and society of the host country. The implications of these findings are discussed. Diverging from previous studies, this research focuses on learners of languages other than English and contributes to recent discussions on the increase in linguistic and cultural diversity and its impact within the foreign language classroom.
About the authors
Jennifer Bruen is Associate Dean for Teaching and Learning in the Faculty of Humanities and Social Sciences, and an Associate Professor in the School of Applied Language and Intercultural Studies at Dublin City University. Her research interests include many aspects of applied linguistics. These include language teaching and learning, language learning strategies, German as a Foreign Language, and language planning and policy.
Niamh Kelly teaches Japanese language and Japanese translation in Dublin City University. Her research interests include second language learning and teaching, inclusive education and Japanese secret language. As a member of the European-Japanese Teaching Materials bank, she was also involved in developing authentic teaching materials for Japanese, and has co-authored self-study Japanese language courses.
Appendix
Questionnaire for NNS participants
Prior to entering this degree programme, were you, as a non-native speaker of English, required to take an English competency exam?
[Yes /No]
If yes, what was the outcome?
Compared with other students whose mother tongue is English, do you think that the fact that you are a non-native speaker of English is:
an advantage
a disadvantage or
makes no difference
Please explain your answer.
Do you feel that native speakers of English who are studying on your degree programme have:
any advantage
any disadvantage or
it makes no difference
Please explain your answer.
Are there any specific modules on your degree where you, as a non-native English speaker, are at an advantage/disadvantage? If yes, please identify the modules and explain why you are at an advantage or disadvantage.
Do you feel there is an expectation in your language class to know about Irish culture and society?
[Yes /No]
If yes (or no), can you give more details?
Do you feel that it is reasonable to expect non-native English speakers to know about Irish culture and society?
[Yes /No]
Give a reason for your answer.
Are there any ways that you feel your language module could be made more inclusive to accommodate the needs of students who may have spent their earlier years in another country?
Questionnaire for NS participants:
Compared with other students whose mother tongue is not English, do you think that the fact that you are a native speaker of English is:
an advantage
a disadvantage or
makes no difference
Please explain your answer.
Do you feel that non-native speakers of English who are studying on your degree programme have any advantage?
[Yes/no]
Please explain your answer.
Are there any specific modules on your degree where you, as a native English speaker, are at an advantage/disadvantage? If yes, please identify the modules and explain why you are at an advantage or disadvantage.
Do you feel there is an expectation in your language class to know about Irish culture and society?
[Yes /No]
If yes (or no), can you give more details?
Do you feel that it is reasonable to expect non-native English speakers to know about Irish culture and society?
[Yes /No]
Give a reason for your answer.
Are there any ways that you feel your language module could be made more inclusive to accommodate the needs of students who may have spent their earlier years in another country?
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© 2017 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
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- Mother-tongue diversity in the foreign language classroom: Perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university
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- Giving learners a multicultural voice: An English speaking university context
- Activity Reports
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Artikel in diesem Heft
- Frontmatter
- Articles
- Conversational interaction and the development of conversational competence in additional languages in higher education: Considerations for students, language centres, and language policy developers
- An intensive presentations course in English for aeronautical engineering students using cyclic video recordings
- La vita è bella (Benigni 1997) and its subtitled versions in the teaching of L2 English, Spanish and German
- Savoir disciplinaire au service de la pensée critique en cours de français juridique : Leçons de la psychologie cognitive
- Mother-tongue diversity in the foreign language classroom: Perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university
- Speaking assessment perceptions and practices of English teachers at tertiary level in the Turkish context
- Classroom assistants for foreign language pedagogy
- Optimizing language instruction at the tertiary level: student needs analysis toward educational change
- Giving learners a multicultural voice: An English speaking university context
- Activity Reports
- Language Centres as translation-service providers: Joining forces at European level
- Evidencing the passion of language teachers’ research engagement: The case of a University Pedagogy ALMS course module
- Certifying the linguistic and communicative competencies of teachers in English-medium instruction programmes
