The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf

Calafato, Raees; Tang, Fei

doi:10.1016/j.lingua.2018.11.003

Cited by 29 publications

(29 citation statements)

References 48 publications

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“…As a consequence, some scholars have tried to employ different theories (e.g., transfer theory) to analyze the influence of L1 and L2 on TLA [11][12][13]. While learners are always at the center of language acquisition, attention to the effect of individual characteristics on TLA is still inadequate [14][15][16]. For instance, while previous SLA studies have repeatedly examined and confirmed the influence of motivation on foreign language proficiency [17][18][19], the relationship between the two has not been examined in TLA contexts, despite the known motivation differences between SLA and TLA.…”

Section: Introductionmentioning

confidence: 99%

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students' learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants' motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants' instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants' motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.Sustainability 2020, 12, 1302 2 of 13 the field of positive psychology have pointed out the importance of foreign language enjoyment (FLE) in language acquisition [22][23][24], more work is needed to elaborate the role of FLE in foreign language learning. Considering FLE's connection with mental activity, we assume in this paper that it mediates the relationship between motivation and foreign language proficiency, and we try to examine this mediating effect in the TLA context. Therefore, the present study uses survey data from seven universities in Shaanxi Province, China, to explore the process of second foreign language acquisition, examining and explicating the relationship between motivation and language proficiency as well as the mediating role of FLE on the focal relationship. Theoretically, this paper enriches our understanding of how motivation influences second foreign language proficiency, facilitates further interest in TLA in terms of individual differences, and highlights the importance of positive psychology in learning a second foreign language. Practically, it suggests important implications for the sustainability of second foreign language teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020

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“…Public schools are Arabic‐medium and generally only accept Emirati students, with English taught as a foreign language. Private schools are mostly English‐medium, offer a wide range of curriculums, although UK and US curriculum schools tend to be the most numerous (Calafato & Tang, 2019b). They also accept both expat and Emirati students.…”

Section: Self‐regulation the Multilingual Teacher And Arabicmentioning

confidence: 99%

“…This represents a significant gap in our knowledge of teacher practices in super‐diverse contexts globally and limits our ability to identify the issues that LOTE teachers and students encounter as they navigate their shared multilingual spaces. For instance, research indicates that multilingual students in the super‐diverse UAE are not particularly motivated to learn Arabic when compared to English and other foreign languages (Calafato & Tang, 2019b). For the UAE, the falling levels of motivation to learn and use Arabic constitute a particularly serious challenge as Arabic is the country's national language (see Solloway, 2016).…”

Section: Introductionmentioning

confidence: 99%

Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates

Tang

Calafato

2021

Foreign Language Annals

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Multilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and learning of languages. As a result, research on language teaching and learning in super‐diverse contexts has acquired greater importance, yet the teaching of languages other than English (LOTE), specifically LOTE teacher beliefs and practices, has received comparatively little attention to date. To shed more light on teacher beliefs and practices as these concern the teaching of LOTEs to multilingual students, this study explored the extent to which 100 Arabic language teachers, working in UK‐curriculum secondary schools in the United Arab Emirates, used their students’ multilingualism as a resource during lessons and developed their self‐regulation and language awareness through specific activities. The findings regarding the participants’ efforts to develop their students’ self‐regulation and language awareness revealed an unexpected, negative correlation between their degree of multilingualism and their reported practices.

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“…So, this general concept can be said that learning begins and is based on cognition (see Munková, Stranovská, & Ďuračková, 2012;Antoniou, Gunasekera, & Wong, 2013;Costa, Foucart, Arnon, Aparici, & Apesteguia, 2014;Gural & Shulgina, 2015;Baghaei & Ravand, 2015;Hayakawa, Costa, Foucart, & Keysar, 2016;AnikushinaTaratukhin, & von Stutterheim, 2018;etc. ), and motivation (see Huang, Hsu, & Chen, 2015;Tuncel, Sadikoglu, & Memmedova, 2016;Harvey, 2017;Liao, Chen, Chen, & Chang, 2018;Calafato & Tang, 2018;Kazakova & Shastina, 2019;etc. ).…”

Section: The Foreign Language Learning Conceptmentioning

confidence: 99%

Ontological Concept for the Foreign Language Learning in the 21st Century

Arung

Rafli

Deawanti

2019

ALLS

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This review aims to discuss a new substantive theory generated from a Grounded research that we conducted in 2018 as a concept of ‘getting real way’ in the learning of the foreign languages in the 21st century and the forth. The preferent learning theory, as labelled then, covers three important concepts namely free-will-whim, individual and collective independence, and discursive. The three concepts are substantively based on the sense of liking within one’s learning as the domain of affective; it is not based on the cognitive domain and the motivation. The implication is that the learning of foreign languages should be based on the sense of liking; both in the past and current liking, that enable foreign language learners to have their learning preference.

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The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf

Cited by 29 publications

References 48 publications

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates

Ontological Concept for the Foreign Language Learning in the 21st Century

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