English Language Learning and Teaching: Perspectives from Learners, Parents, and Teachers

  • “Parental Perceptions of Heritage Language Learning: A Case Study of Turkish-American Immigrants”

    -Ruba Tatar, Department of English

    With the increase in the immigrant population in the US, special attention is should be paid to heritage language studies.  This presentation will present information about parental perceptions of and their role in the development of the heritage languages (HL), specifically in the context of the linguistic and social practices of Turkish immigrant families in the US.  The purpose of this paper is to explore how Turkish immigrant parents perceive their children’s bilingualism and how that influences the desire to maintain the HL of the children.

     “Linguistic Imagined Communities”

    -Kristina Navnyko, Department of English

    Grounded in the work by Norton, Norton and Kamal, and Pavlenko, this presentation argues that participation in imagined communities is as important as direct involvement in communities of practice.  Imagined communities are "groups of people, not immediately tangible and accessible, with whom we connect through the power of the imagination.”  Using data collected through online linguistic autobiographies and follow-up interviews, the presentation will explore the role, status, and functions of English in Russia as well as English language teaching policies and regulations in Russian general education (grades 1 - 11).  This qualitative study investigates the linguistic imagined communities to which six Russian novice teachers of English are contributing.  

     “Ebony Teacher: Exploring Cross-Cultural Interactions in the Korean Classroom”

    -Quanisha Charles, Department of English

    This paper examines the impact of cross-cultural interactions in the Korean context based upon a Teaching English as a Foreign Language (TEFL) experience.  Research focuses on memorable moments in the classroom narrated by the teacher, who is a Black American. The presenter considers the impact of the teacher’s outer appearance—namely ethnicity, hairstyles and attire—in increasing students’ curiosity about her culture and engaging students’ interest in speaking English. The presenter examines the need for culturally-differentiated teachers, particularly African Americans, to work abroad in the EFL classroom as a means of providing students with a richer understanding of Black cultures and as a tactic to promote Blacks as professional global citizens.