The aim of this study was to examine the current proficiency strengths and weaknesses of practicing K-12 non-native WL teachers in the states of Utah and Oklahoma. Data were gathered through a survey and the OPIc diagnostic grid. The results revealed what features of Function, Accuracy, Content, and Text Type were strengths and weaknesses for OPIc ratings Intermediate High, Advanced Low, Advanced Mid, and Advanced High. The self-reported OPI scores compared to the OPIc scores found an encouraging rate of TL maintenance and improvement. The language maintenance activities reported by the participants revealed the frequency with which they engage in those activities.

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Published Article / The issue of language of learning and instruction in communities with diverse linguistic and cultural backgrounds, globally and in South Africa, is always shaped by socio-economical, political, ideological and hegemonic factors. The language of instruction and learning in South Africa is politically charged, not only because of colonial legacy, but more profoundly because of the apartheid legacy. This article reports on the results of the pedagogies of teachers teaching in English. The researcher found that most non-native English teachers use their native language pronunciation when teaching English, which results in mother tongue interference. On-native speakers end up transferring articulation habits of first language to second language. There is thus a need to improve quality in pedagogical practices in this diverse South African background since the language of instruction is different from the learners' first language for the majority of the population. The research in this article aims to investigate current pedagogic practices engaged by teachers from different cultural backgrounds when teaching English as a medium of instruction and how their practices affect learners in acquiring knowledge of the English language. The study uses an interpretive paradigm and in particular, adopts social constructivism to embed discussions. The study mainly implements a qualitative approach although the quantitative approach is used to quantify biographical data. The researcher found that two educational systems seem to exist in South African schools: some educators use English as a medium of instruction only, whereas others allow code switching. Education thus becomes a reproductive mechanism of social class differences.

Faculty of Arts School of Human and Community Development 0000613a Tel: 011 849 3853 / South African Speech-Language Pathologists are assessing and treating many adolescents with varying speech and language difficulties. This task is complicated by the fact that it is currently largely unknown what the language abilities of mainstream adolescents are. Some research has suggested declining language abilities, as well as significant effects of grade, gender and language background on cognitive academic language skills. As individuals grow older, the demands of the classroom environment become greater, forcing adolescents to use complex language skills in order to learn. This research paper aimed to assess the complex sentence comprehension abilities of a sample of South African adolescents, through the use of the Grammar/Listening subtest of the Test of Adolescent Language, developed by Hammill, Brown, Larsen, and Wiederholt (1980). Additionally, the effects of grade, gender, language, time spent reading for school and recreationally each week, number of television programmes watched per week, length of time spent playing computer or video games per day, preferred learning styles (group/alone and auditory/visual/both), most recent English and school report marks, and use of cellular telephones, were used to determine related factors and educational variables which might be linked to each other. Additionally, a working memory measure was included, in order to ascertain that this factor was not having a negative effect upon the comprehension scores. It was found that gender was an over-riding factor throughout the study. Females tended to do better on the complex sentence comprehension test, and also spent more time reading for school each week, obtained better English and school report marks, preferred to learn alone, and sent more sms’s. Males were only inclined to play more computer or video games per week. In opposition to the initial hypothesis that these learners would perform poorly on the TOAL subtest, it was found that participants generally performed within the average limits of the test. Correlations, one-way ANOVA’s, chi squared analyses and t-tests were performed for the secondary aims, in order to determine any relationships between the variables. Overall, though, gender was the key variable in the study, which is in line with other literature in the field. Home language and educational level had minimal effects. Further research has been recommended.

This study was initiated as a result of the appearance of a number of articles and commentaries in the academic press which intimate that the English language levels of many overseas students studying in Australia are not sufficient to meet the demands of their academic programs. A preliminary investigation into the standards set by one university revealed that there was no statement, policy or, public document describing an appropriate level of language use; and that the university concerned defined language proficiency entirely in terms of bands, scores or grades provided by external testing organisations.Commencing with the assumption that there is an entry level of English language competence, below which students have little chance of success in their studies (at least, within the accepted timeframe), this qualitative case study into one tertiary institution utilises a number of data collection strategies in order to develop a description or definition of a 'gatekeeper' level of English competence. It then compares the findings with the criteria for assessment and grading used by the two most widely available English language tests, TOEFL and IELTS.The first chapter introduces the background to the study. The second chapter outlines the underlying philosophical, social and linguistic framework within which the study was devised, in the context of the literature which informed it. The following chapter presents a justification for the selected research methods and data collection strategies. In the fourth and fifth chapters, the results demonstrate that interpretations of tertiary entry-level language proficiency vary, leading to confusion and an absence of strategic direction; it is further suggested that an appropriate level of language proficiency for tertiary entry cannot be defined without taking into account the prevailing social, political and educational ++ / environment. Recommendations are put forward for the development of an institutional-level framework in which it might be possible to make judgements about the desired levels of language proficiency and improve on existing procedures for their evaluation.This study aims to bring together a number of different strands of research into language and tertiary education such as definitions of language proficiency, language testing and literacy issues, and demonstrate their interconnectivity. As a result, it presents a broad overview (within the overarching discipline) rather than focusing on a single area in depth. Although as a site case study this research does not claim generalisability, it is hoped that- its findings might be useful for other institutions as a basis for their own research.

Radiotelephony between air traffic controllers and pilots utilises standard phraseology as the medium of communications. Standard phraseology employs specific structure, terminology and pronunciation to ensure effectiveness and accuracy. On occasions when standard phraseology is found insufficient, plain language is used to efficiently relay vital information. By default, English is the designated language of communication between controllers and pilots of international flights. Deviations from the usage of standard phraseology and lack of language proficiency had been identified as one of the causal factors in safety occurrences. Language deficiencies, specifically of the non-native speakers of the English language, had raised much concern but there is limited information in the area. This research attempted to fill a small segment of this knowledge gap. It was focussed on the usage of standard phraseology and English language in an air traffic control environment involving English Second Language users. Audio data was sourced from routine radiotelephony recordings of ‘live’ air traffic control facilities in Malaysia to capture realistic communications between controllers and pilots in the Terminal Approach Radar, Area Radar and Aerodrome Control environments. A detailed cross sectional investigation of the radiotelephony characteristics, deficiencies and errors of transmitted messages revealed the radiotelephony performances of controllers and pilots in the environments. The recurrence of deviations from standards and occurrence of errors implied the likelihood of such deficiencies taking place. Demographic groups’ descriptions complemented the radiotelephony analyses as background information on language related training. The results were comparative to other similar studies and offered new information on English Second Language speakers in the Air Traffic Control environment.

The purpose of this paper is to increase the understanding of how host-country language proficiency affects the ability of expatriates to manage business operations overseas. Therefore the relevant aspects of intercultural communication are identified, and then how these aspects are affected by a Swedish expatriate’s proficiency in the host-country language (Japanese) is examined. Subsequently, the effects of the identified aspects on the expatriate’s ability to manage business operations in the host country (Japan) is explored. Additionally, in order to achieve the purpose of this thesis, the following main research question will be answered: How does Japanese language proficiency affect the ability of Swedish expatriates’ to manage business operations in Japan? The literature review includes theories and findings of previous research related to intercultural communication, and what effect language proficiency has on the different aspects of intercultural communication. Furthermore, the literature review elaborates on the role of communication in business, with examples from previous studies on expatriates in Japan, finally ending in the conceptual framework used for this study. The methodology chapter explains the approach, method and design used for this study, as well as introducing the respondents chosen for this thesis. In the empirical findings the respondents’ responses are presented. This is followed by the analysis which includes a comparison of empirical data and literature and a discussion regarding similarities and differences. The analysis explains how language proficiency has a positive effect on the effectiveness of communication between the expatriates and their Japanese co-workers and business partners, as well as on building of trustful relationships, the ability to access information, and consequently work performance. The conclusions of this study are that language proficiency has a positive effect on intercultural communication and consequently on the expatriates’ ability to manage business operations, mainly in the form of trustful relationships, effective communication and access to information.

Radiotelephony between air traffic controllers and pilots utilises standard phraseology as the medium of communications. Standard phraseology employs specific structure, terminology and pronunciation to ensure effectiveness and accuracy. On occasions when standard phraseology is found insufficient, plain language is used to efficiently relay vital information. By default, English is the designated language of communication between controllers and pilots of international flights. Deviations from the usage of standard phraseology and lack of language proficiency had been identified as one of the causal factors in safety occurrences. Language deficiencies, specifically of the non-native speakers of the English language, had raised much concern but there is limited information in the area. This research attempted to fill a small segment of this knowledge gap. It was focussed on the usage of standard phraseology and English language in an air traffic control environment involving English Second Language users. Audio data was sourced from routine radiotelephony recordings of ‘live’ air traffic control facilities in Malaysia to capture realistic communications between controllers and pilots in the Terminal Approach Radar, Area Radar and Aerodrome Control environments. A detailed cross sectional investigation of the radiotelephony characteristics, deficiencies and errors of transmitted messages revealed the radiotelephony performances of controllers and pilots in the environments. The recurrence of deviations from standards and occurrence of errors implied the likelihood of such deficiencies taking place. Demographic groups’ descriptions complemented the radiotelephony analyses as background information on language related training. The results were comparative to other similar studies and offered new information on English Second Language speakers in the Air Traffic Control environment.

M.A. (Applied Linguistics)) / The aim of this study was to investigate the validity and reliability of two techniques of assessing writing proficiency. Both measuring techniques, Le. objective (multiple-choice question) and subjective (essay-type question) have their advantages as well as limitations and little agreement regarding their validity and reliability has been reached to date. Today great pressure is put on educational bodies to ensure that tests are fair to all those who attempt them and the cry for common standards is steadily increasing. The importance, therefore, of investigating the suitability of a multiple-choice test as a valid and reliable technique of assessing writing proficiency, is self-evident. Literature relevant to the following fields was reviewed: * Applied linguistics in relation to its application to pedagogy, especially to the teaching and testing of English as a second language * Perspectives concerning the methodology of teaching English as a second language, for example the traditional and functional/notional methods as well as the shift in emphasis from grammar oriented syllabuses to the new communicative approach * The writing process and the language skills and abilities involved * The validity and reliability of the essay-type test as opposed to multiple-choice testing as a measure of writing proficiency * The measurement of writing proficiency * Various scoring techniques...

The lack of parental support and the use of English as the language of teaching and learning are two of the main factors that influence poor learner performance in South Africa. Although a significant amount of research has been conducted internationally, the need for research tailored for the South African context still exists. Therefore, the purpose of the current study was to contribute to knowledge about parental support concerning learner development of second language proficiency. An explanatory sequential design of mixed methods research, also known as two-phased model was used to guide the study. The first phase focused on the quantitative secondary data from Progress in International Reading Literacy Study 2006 (PIRLS 2006). The source of the secondary data was the results of the parent questionnaire, administered to South African parents of the Grade 4 learners (n = 16 073). The International Database (IDB) analyser software and Statistical Program for the Social Sciences (SPSS) were used for data analysis. Both descriptive and inferential statistics were computed. The quantitative results revealed that a significant percentage of parents (30%, SE =0.7) did not engage in literacy related activities with their children prior to Grade 1 compared to a low percentage (2%, SE = 1.21) of those who did the activities. However, a significantly higher percentage of parents (29%, SE = 0.65) did engage in literacy activities with their children in Grade 1, compared to 5% (SE =0.34) who never or almost never did the activities. A significantly higher percentage of parents (89%, SE = 0.67) agreed a lot with positive reading attitude statements compared to 2% (SE = 0.25) who disagreed a lot. The limited time spent by parents on reading and books at home were noted as a matter of concern. This concern was augmented by the low educational level and employment status of the parents. These results were used to inform the qualitative data collection in order to gain a deeper understanding of the experience of the parents. The second or qualitative phase of the study used convenience sampling to select participants, to gain an understanding of their experiences with regard to supporting the second language development of their children. The eight (8 participants) selected parents participated in two focus group meetings. Six themes emerged from thematic data analysis, namely: alternative parenting, parent-child activities, technology and Internet support, parental challenges, language usage and quality of education. The characteristics used for developing a conceptual framework for parental support on second language development were extracted from these aforementioned themes. The results revealed that parental support is a complex dynamic process that requires one to consider the interface of systems around the parent and the learner. Consequently, how this complexity requires a reconceptualisation of factors affecting parental support concerning second language development. The reconceptualisation can provide new avenues for theorising about parental support in second language learning context, particularly in multilingual and developmental countries. / Thesis (PhD)--University of Pretoria, 2019. / Educational Psychology / PhD / Unrestricted