Research Article
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Year 2019, Volume 4, Issue 3, 624 - 656, 25.12.2019
https://doi.org/10.30828/real/2019.3.7

Abstract

References

  • Antwi, J. (2015). Student language awareness. An exploratory study of language awareness among Jamaican high school students and the relation to their proficiency in English. Unpublished manuscript, Department of Language, Linguistics and Philosophy, University of the West Indies, Mona, Jamaica. Bryan, B. (2010). Between two grammars: Research and practice for language learning and teaching in a Creole-speaking environment. Kingston, Jamaica: Ian Randle Publishers. Carpenter, K., Devonish, H. & Coore, C. (2007). Exploring race, language and self-concept in Jamaican primary school children. Caribbean Journal of Education, 29(2), 181-205. Carr, W. & Kemmis, S. (1986). Action research as critical educational science. In Becoming critical (pp 179-213). London: Deakin University Press. Carvalho, A. & Bacelar da Silva, A. (2006). Cross-linguistic influence in third language acquisition: The case of Spanish-English bilinguals’ acquisition of Portuguese. Foreign Language Annals, 39(2), 185-200. Cooper, M. (2007). An error analysis of written Spanish language in secondary school students in Trinidad. In Proceedings of the 2007 biennial cross-campus conference in education. (pp. 192-202). St. Augustine, Trinidad: University of the West Indies. Creswell, J., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E., (2008). Advanced mixed methods research design. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp 161-196). California: Sage Publications. Davy, R. (2016). Syntactic transfer in the written language of Jamaican high school students learning Spanish as a foreign language. Unpublished manuscript, Department of Language, Linguistics and Philosophy, University of the West Indies, Mona, Jamaica. DeCamp, D. (1971). The study of pidgin and Creole languages. In D. Hymes (Ed.), Pidginization and creolization of languages (pp. 13-40). New York: Cambridge University Press. Denscombe, M. (2003). The good research guide for small-scale social research projects. New York, NY: Open University Press. Devonish, H. (1986). Language and liberation: Creole language in politics in the Caribbean, London: Karia Press. Devonish, H. (2003). Language advocacy and ‘conquest’ diglossia in the ‘anglophone’ Caribbean. In The politics of English as a world language: New horizons in postcolonial cultural studies (pp 157-178). Netherlands: Rodopi. Evans, H. (2001). Inside Jamaican schools. Barbados: University of the West Indies Press. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. Gilakjani, A. & Ahmadi, S. (2011). Role of consciousness in second language acquisition. Theory and Practice in Language Studies, 1(5), 435-442. Glesne, C. (1999). Becoming qualitative researchers: An introduction. New York: Addison Wesley Longman. Greene, J., Caracelli, V., & Graham, W. (2008). Toward a conceptual framework for mixed-method evaluation designs. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp. 121-148). California: Sage Publications. Jick, T. (2008). Mixing qualitative and quantitative methods: Triangulation in action. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp. 107-118). California: Sage Publications. Jin, J. (2011). An evaluation of the role of consciousness in second language learning. International Journal of English Linguistics, 1(1), 126-136. Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112-133. Kennedy, M. (2017). What do Jamaican children speak? A language resource. Kingston, Jamaica: University of the West Indies Press. Kemmis, S. & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (pp. 559-603). California: Sage Publications. Lovelace, R. (2007). Native language versus target language use in the French classroom: Perceptions of its impact on students’ oral performance. Unpublished manuscript, Department of Educational Studies, University of the West Indies, Mona, Jamaica. McKenzie, C. (2013). A set of tertiary students’ experiences with the consciousness raising approach in the second language writing classroom. Unpublished manuscript, School of Education, University of the West Indies, Mona, Jamaica. Mertens, D. (2009). Transformative research and evaluation. New York, New York: The Guilford Press. Morse, J. (2008). Approaches to qualitative-quantitative methodological Triangulation. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp 151-158). California: Sage Publications. Omaggio-Hadley, A. (2001). Teaching language in context. Boston, Massachusetts: Heinle and Heinle. Overby, K. (2011). Student centered learning. ESSAI, 9(1), 109-112. Ramsay, P. (2007). The use of Jamaican literature in the Jamaican English language class: A rationale and a model. Caribbean Journal of Education, 29(2), 243-287. Robinson, P. & Gass, S. (2012). Attention and awareness in second language acquisition. In S. Gass & A. Mackey (Eds.), The routledge handbook of second language acquisition (pp 247-269). New York, New York: Routledge. Schmidt, R. (1990). The role of consciousness in second language Learning. Applied Linguistics, 11, 129-158. Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. In J. Hulstiyn & R. Schmidt (Eds.), Consciousness Raising in Second Language Learning. AILA Review, 11, 5-26. Schmidt, R. (2010). Attention, awareness and individual differences in language learning. In W. Chan, S. Chi, & K. Cin, et. al. (Eds.), Proceedings of CLaSIC (pp 721-737) Singapore: National University of Singapore, Centre for Language Studies. Schwieter, J. (2010). Developing second language writing through scaffolding in the ZPD: A magazine project for an authentic audience. Journal of College Teaching and Learning, 7(10), 31-46. Shabani, K., Khatib, M. & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teachers’ professional development. English Language Teaching, 3(4), 237-248. Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics. 11(2), 159-168. Smith, P., Francis, G. & Harper, A. (2015). Reframing transformational leadership for education and nation building in the Caribbean. Caribbean Educational Research Journal, 3(2), 76-89. Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40, 287-308. Tashakkori, A. & Teddlie, C. (2008). Introduction to mid method and mixed method studies in the social and behavioral Sciences. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp. 7-28). California: Sage Publications. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, Massachusetts: Harvard University Press. Williams, G. (2019). Language awareness in a tertiary level foreign language classroom in a Creole-speaking context. Manuscript in Preparation, Department of Modern Languages and Literatures, University of the West Indies, Mona, Jamaica.

The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students

Year 2019, Volume 4, Issue 3, 624 - 656, 25.12.2019
https://doi.org/10.30828/real/2019.3.7

Abstract

The language de jure in Jamaica is Jamaican English (JE); however, the language de facto of most nationals is Jamaican Creole (JC). As such, there are many students who enter the tertiary level without fully acquiring JE. As a CARICOM nation, it is mandatory that foreign languages are taught beginning at the primary level of education. Although the main foreign languages taught in Jamaica are Spanish and French, this paper focuses on Spanish because of our proximity to Spanish-speaking countries, and because of the government’s declaration of Spanish as our official foreign language. However, in spite of best efforts, there are still difficulties encountered in the foreign language classroom which manifest at the tertiary level. Some of these are attributable to the Jamaican language situation. Particularly, the linguistic background and language awareness (LA) of teachers and students alike. Previous studies have investigated the implementation of LA strategies within the Jamaican language classroom regarding the teaching of English as a second language. However, no such study has been conducted on the teaching of foreign languages. This ongoing mixed-methods action research implemented various LA strategies at a non-traditional university using the communicative approach to teaching foreign languages. The effects of these strategies were examined quantitatively and qualitatively within a constructivist framework that embraces student-centred learning while incorporating JC. Some of the students’ perceptions of and their actual performance increased after implementing the LA strategies. As LA increases, students’ communicative competence and their ability to function globally should also increase.

References

  • Antwi, J. (2015). Student language awareness. An exploratory study of language awareness among Jamaican high school students and the relation to their proficiency in English. Unpublished manuscript, Department of Language, Linguistics and Philosophy, University of the West Indies, Mona, Jamaica. Bryan, B. (2010). Between two grammars: Research and practice for language learning and teaching in a Creole-speaking environment. Kingston, Jamaica: Ian Randle Publishers. Carpenter, K., Devonish, H. & Coore, C. (2007). Exploring race, language and self-concept in Jamaican primary school children. Caribbean Journal of Education, 29(2), 181-205. Carr, W. & Kemmis, S. (1986). Action research as critical educational science. In Becoming critical (pp 179-213). London: Deakin University Press. Carvalho, A. & Bacelar da Silva, A. (2006). Cross-linguistic influence in third language acquisition: The case of Spanish-English bilinguals’ acquisition of Portuguese. Foreign Language Annals, 39(2), 185-200. Cooper, M. (2007). An error analysis of written Spanish language in secondary school students in Trinidad. In Proceedings of the 2007 biennial cross-campus conference in education. (pp. 192-202). St. Augustine, Trinidad: University of the West Indies. Creswell, J., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E., (2008). Advanced mixed methods research design. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp 161-196). California: Sage Publications. Davy, R. (2016). Syntactic transfer in the written language of Jamaican high school students learning Spanish as a foreign language. Unpublished manuscript, Department of Language, Linguistics and Philosophy, University of the West Indies, Mona, Jamaica. DeCamp, D. (1971). The study of pidgin and Creole languages. In D. Hymes (Ed.), Pidginization and creolization of languages (pp. 13-40). New York: Cambridge University Press. Denscombe, M. (2003). The good research guide for small-scale social research projects. New York, NY: Open University Press. Devonish, H. (1986). Language and liberation: Creole language in politics in the Caribbean, London: Karia Press. Devonish, H. (2003). Language advocacy and ‘conquest’ diglossia in the ‘anglophone’ Caribbean. In The politics of English as a world language: New horizons in postcolonial cultural studies (pp 157-178). Netherlands: Rodopi. Evans, H. (2001). Inside Jamaican schools. Barbados: University of the West Indies Press. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. Gilakjani, A. & Ahmadi, S. (2011). Role of consciousness in second language acquisition. Theory and Practice in Language Studies, 1(5), 435-442. Glesne, C. (1999). Becoming qualitative researchers: An introduction. New York: Addison Wesley Longman. Greene, J., Caracelli, V., & Graham, W. (2008). Toward a conceptual framework for mixed-method evaluation designs. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp. 121-148). California: Sage Publications. Jick, T. (2008). Mixing qualitative and quantitative methods: Triangulation in action. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp. 107-118). California: Sage Publications. Jin, J. (2011). An evaluation of the role of consciousness in second language learning. International Journal of English Linguistics, 1(1), 126-136. Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112-133. Kennedy, M. (2017). What do Jamaican children speak? A language resource. Kingston, Jamaica: University of the West Indies Press. Kemmis, S. & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (pp. 559-603). California: Sage Publications. Lovelace, R. (2007). Native language versus target language use in the French classroom: Perceptions of its impact on students’ oral performance. Unpublished manuscript, Department of Educational Studies, University of the West Indies, Mona, Jamaica. McKenzie, C. (2013). A set of tertiary students’ experiences with the consciousness raising approach in the second language writing classroom. Unpublished manuscript, School of Education, University of the West Indies, Mona, Jamaica. Mertens, D. (2009). Transformative research and evaluation. New York, New York: The Guilford Press. Morse, J. (2008). Approaches to qualitative-quantitative methodological Triangulation. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp 151-158). California: Sage Publications. Omaggio-Hadley, A. (2001). Teaching language in context. Boston, Massachusetts: Heinle and Heinle. Overby, K. (2011). Student centered learning. ESSAI, 9(1), 109-112. Ramsay, P. (2007). The use of Jamaican literature in the Jamaican English language class: A rationale and a model. Caribbean Journal of Education, 29(2), 243-287. Robinson, P. & Gass, S. (2012). Attention and awareness in second language acquisition. In S. Gass & A. Mackey (Eds.), The routledge handbook of second language acquisition (pp 247-269). New York, New York: Routledge. Schmidt, R. (1990). The role of consciousness in second language Learning. Applied Linguistics, 11, 129-158. Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. In J. Hulstiyn & R. Schmidt (Eds.), Consciousness Raising in Second Language Learning. AILA Review, 11, 5-26. Schmidt, R. (2010). Attention, awareness and individual differences in language learning. In W. Chan, S. Chi, & K. Cin, et. al. (Eds.), Proceedings of CLaSIC (pp 721-737) Singapore: National University of Singapore, Centre for Language Studies. Schwieter, J. (2010). Developing second language writing through scaffolding in the ZPD: A magazine project for an authentic audience. Journal of College Teaching and Learning, 7(10), 31-46. Shabani, K., Khatib, M. & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teachers’ professional development. English Language Teaching, 3(4), 237-248. Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics. 11(2), 159-168. Smith, P., Francis, G. & Harper, A. (2015). Reframing transformational leadership for education and nation building in the Caribbean. Caribbean Educational Research Journal, 3(2), 76-89. Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40, 287-308. Tashakkori, A. & Teddlie, C. (2008). Introduction to mid method and mixed method studies in the social and behavioral Sciences. In V. Plano Clark & J. Creswell (Eds.), The mixed methods reader (pp. 7-28). California: Sage Publications. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, Massachusetts: Harvard University Press. Williams, G. (2019). Language awareness in a tertiary level foreign language classroom in a Creole-speaking context. Manuscript in Preparation, Department of Modern Languages and Literatures, University of the West Indies, Mona, Jamaica.

Details

Primary Language English
Subjects Social
Journal Section Makaleler
Authors

Gaye-leon WİLLİAMS This is me
University of the West Indies
Jamaica

Publication Date December 25, 2019
Published in Issue Year 2019, Volume 4, Issue 3

Cite

Bibtex @research article { real664222, journal = {Research in Educational Administration and Leadership}, eissn = {2564-7261}, address = {}, publisher = {Educational Administration Research and Development Association}, year = {2019}, volume = {4}, number = {3}, pages = {624 - 656}, doi = {10.30828/real/2019.3.7}, title = {The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students}, key = {cite}, author = {Williams, Gaye-leon} }
APA Williams, G. (2019). The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students . Research in Educational Administration and Leadership , Special Issue: Educational Leadership for Social Justice: Policy, Practice, Community , 624-656 . DOI: 10.30828/real/2019.3.7
MLA Williams, G. "The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students" . Research in Educational Administration and Leadership 4 (2019 ): 624-656 <https://dergipark.org.tr/en/pub/real/issue/50911/664222>
Chicago Williams, G. "The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students". Research in Educational Administration and Leadership 4 (2019 ): 624-656
RIS TY - JOUR T1 - The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students AU - Gaye-leonWilliams Y1 - 2019 PY - 2019 N1 - doi: 10.30828/real/2019.3.7 DO - 10.30828/real/2019.3.7 T2 - Research in Educational Administration and Leadership JF - Journal JO - JOR SP - 624 EP - 656 VL - 4 IS - 3 SN - -2564-7261 M3 - doi: 10.30828/real/2019.3.7 UR - https://doi.org/10.30828/real/2019.3.7 Y2 - 2019 ER -
EndNote %0 Research in Educational Administration and Leadership The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students %A Gaye-leon Williams %T The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students %D 2019 %J Research in Educational Administration and Leadership %P -2564-7261 %V 4 %N 3 %R doi: 10.30828/real/2019.3.7 %U 10.30828/real/2019.3.7
ISNAD Williams, Gaye-leon . "The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students". Research in Educational Administration and Leadership 4 / 3 (December 2019): 624-656 . https://doi.org/10.30828/real/2019.3.7
AMA Williams G. The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students. REAL is a scholarly peer-reviewed publication. 2019; 4(3): 624-656.
Vancouver Williams G. The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students. Research in Educational Administration and Leadership. 2019; 4(3): 624-656.
IEEE G. Williams , "The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students", Research in Educational Administration and Leadership, vol. 4, no. 3, pp. 624-656, Dec. 2019, doi:10.30828/real/2019.3.7


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