International Journal of Multilingual Education

Strategies and Methodologies for Second Language Learning

Nino Meskhi — 2023-12-28

This paper examines the various strategies and methodologies used in second language learning,
with the goal of enhancing language acquisition and proficiency. It explores both traditional and
contemporary approaches, identifying their strengths and weaknesses, and offers insights and
recommendations for optimizing language learning experiences. The research also addresses the
challenges faced in second language learning, such as individual differences among learners,
insufficient teacher training, and limitations of current assessment methods. It delves into the
complexities of integrating technology into language education and the impact of classroom size
and time constraints on effective teaching. The paper aims to provide valuable guidance for
language educators, policymakers, and learners by critically analyzing existing literature and
offering practical examples. By identifying and addressing the challenges in language education,
stakeholders can work collaboratively to develop inclusive and effective strategies and
methodologies that promote optimal language acquisition and proficiency in diverse educational
settings. The paper highlights the importance of personalized approaches, adequate teacher
training, and comprehensive assessment methods in language education. It also emphasizes the
need for technology integration, optimized learning environments, and culturally relevant content
to foster a positive language learning experience for all learners. Ultimately, the paper suggests
that by valuing linguistic diversity and working collaboratively, we can create a more inclusive,
engaging, and effective language learning landscape that enriches the global community

Quotation in English Textbooks: Pragmatic Effect

Svitlana Nasalkina — 2023-12-28

Nowadays English language has become lingua franca almost for all spheres of science
and education that`s why it is very important to research the modern English textbooks
for non-native speakers. The new English textbooks for economists like Business
Partner or Market Leader, Focus focuses on the students who should know not only
linguistic but also cultural aspects of English language. The effectiveness of a textbook
depends on the many factors. The paper dwells on the problem of using quotations in
the modern textbooks. It has been offered some language techniques used in the English
classes. In the present paper, 100 examples of quotations were analyzed. The using of
quotes in the English textbooks helps to present the interesting aspects of English
culture. The cumulative function of quotes is in their ability to accumulate and
generalize extra lingual information. Thus, the quotation usage helps to motivate
students to study English as a language of professional development and social inclusion
in the English culture. English quotations in any textbooks can create the effect of
immersion into English environment and cultural life. Obviously, this can motivate
students to learn English better and to know more about the English culture.

The Russification Language Policy in Georgia (Based on the Georgian Émigré Newspaper “Sakartvelo”)

Irine Chachanidze — 2024-02-29

Russification is a special case ofcultural assimilation, when small nations fall under theinfluence of the Russian language and culture (Weinreich, 1953; Thaden, 1981; Weinerman,1996; Kappeler, 2004; Jones, 2005; Miller, 2008; Weeks, 2010).At the beginning of the 20thcentury, the norms of the language policy developed in the Russian Empireappliedto theconquered andimperial countries, including Georgia.
The present paper aims to study the problems of the Russification language policy on theexample of Georgia. The digital corpus of“Sakartvelo” (Georgia), the newspaper of theGeorgian Emigrants ofthe early 20thcentury,isused to provideempiricaldata.Illustrativedatahave been collected andthequestionsgiven beloware discussed usingthe method ofsociolinguistic:1) To what extent was the local population of Georgia ready to accept theRussian language in schools and theological education?2) Towhat extent was the “immersionmethod” of teaching justified in the Russification language policy of the early 20thcentury inGeorgia? 3) Under the Russification language policy in Georgia, in what directions was theprotection of the Georgian language provided?
Such an approach to the problem will show us what measures were taken by the founders of theGeorgianémigrépress in terms of exposing the educational policyof Russification,formingahealthy public opinion and protecting the Georgian language,morespecifically, how theGeorgian newspaper "Sakartvelo”,published in Paris in 1903-1905,responded to this problem.

Morphological Awareness and Vocabulary Acquisition. The contribution of Explicit Morphological Instruction in the acquisition of L2 vocabulary

Letizia De Togni — 2024-02-29

The aim of the paper is to examine, through aliterature review, how explicitmorphological instruction can benefit the learning of morphologically complex wordsin L2 Italian.
In the work, the mental lexicon of learners is presented as a network of words based onmorphological links. From this premises, it discusses the benefits of explicitmorphological instruction on vocabulary acquisition for L2 learners, such as improvingreading comprehension, increasing motivation to investigate words, and developingvocabulary knowledge in depth and size.
Furthermore, this paper proposes teaching activities for L2 Italian learners to tap intoMorphological Structure Awareness and analysis, focusing on the suffix-ino, whichadds a range of connotative and pragmatic meanings. The authors suggest that explicitmorphological instruction should engage students in problem-solving and inquiry-basedactivities to produce novel complex words. By teaching students how to recognise andanalyse the structure of morphologically complex words, students can increase theirvocabulary knowledge and autonomy, resulting in the ability to independently learn newwords and reflect on their structure.

Difficulties in learning a second language and ways to overcome in pupils with dyslexia

Maia Shashviashvili — 2024-02-29

Ability to read in an L2 iscomplicated because it involves not only the ability toread but also the knowledge of and the ability to use the second or foreignlanguage”(Rolf&Glenn,2016.). This difficulty is even more acute in our country,since there is no highawareness of dyslexia, and so far reading difficulties can beconsidered as laziness on the part of teachers or parents.Taking everything intoaccount, it can be assumed that students with dyslexia remain in conditions of evenless support in learning a second language-on the one hand, their difficulty is notassessed appropriately, andon the other hand, they are not properly supported inthe learning process.
Reading is a dynamic and complex process.In the process of reading, an adult isaware only of the content of what has been read, and the psychophysiologicaloperations preceding it are carried out unconsciously, by themselves,automatically.(Learner,1997).Reading skills develop with age and experience.At the very beginningwe learn to read, andonly afterwardswe learn by reading.Therefore, reading is of great importance for the development of a person, and thelack of this skill automatically causes difficulties on the path of personal success.Delay, impairment in reading are synonymous and, according to ICD-10(International Classification of Diseases)-F81.0 are identified as a specific readingdisorder (dyslexia). (Gagoshidze,2007)
Dyslexia, regardless of the language we learn to read, is characterizedbydifficulties with accurate and/or fluent word recognitionand by poor spellingand decoding abilities. Secondary consequences may include problems in readingcomprehension and reduced reading experience that can impede growth ofvocabulary and background knowledge(IDA,2002). Research shows that thesedifficulties vary by age, language characteristics, and learning strategies, but theystill apply to second language learning. Moreover, it creates even greaterdifficulties.

Native Speakerism in the Online ELT market

Ana Jovic — 2023-12-28

Native speakerism is a language ideology that assumes that the ideals of the English language and English teaching methodology come from American and British cultures. Therefore, their best representatives are native speakers of English from these two cultures. This ideology is deeply rooted in the English language teaching market, where most language school owners advertise vacancies only for native-speaker teachers. They prefer hiring unqualified native speakers of English to qualified and experienced nonnative teachers. Non-native teachers experience discrimination based on their country of origin and first language, which means they have fewer employment opportunities and work for lower hourly rates. Such discriminatory practices based on native speakerism affect non-native teachers both professionally and personally. This study suggests possible ways to restore teachers’ self-confidence and promote their qualifications and skills so that non-native teachers are not marginalized in the future.
This study also presents the results of a case study of non-native English teachers from Serbia, how they perceive native speakerism, and the negative effects experienced by these teachers. The results reveal that this ideology harms the professional and private
lives of English teachers from Serbia, which is reflected in their poor professional confidence and low self-esteem. Non-native teachers accept low-paid positions and patronizing treatment from employers to keep their jobs and financial security, thus compromising the teaching positions they deserve as qualified teachers.

Multilingualism in Germany and the Role of Submersion and Immersion Programmes

Mathias Hutz — 2023-12-28

As a result of recent immigration, Germany has become a multilingual country with a great need for multilingual education. In the first part of the article the roles of minority and immigrant languages in Germany are discussed. Some demographic changes are briefly
outlined as well as the implications for the general education system. In the second part, submersion and immersion approaches are discussed and evaluated in the context of the German school system. It is argued that classroom interactional competence is a crucial factor in promoting students‘ linguistic skills.