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Effects of recasts and prompts on L2 pronunciation development: teaching English /r/ to Korean adult EFL learners
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| 62 |
Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL)
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| 63 |
Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom
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| 64 |
Editorial: selected papers from the 8th conference of the European Association for the Teaching of Academic Writing
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| 65 |
The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
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| 66 |
Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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| 67 |
Personality changes after a 'year abroad'? A mixed-methods study
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| 68 |
Language, exclusion and violent jihad: are they related?
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Abstract:
This paper advances the hypothesis that an inability to fully participate in an immigrant parent’s first language as a minority community language, and associated pressures this can put on the individual’s sense of personal identity and self-esteem, can be a contributing factor to the profound alienation that has been implicated in the rise of Islamic extremist violence. Studies of Islamic extremism have sought to identify common factors in the backgrounds of self-styled jihadists; however, they have proved to be a fairly heterogeneous group. One factor that stands out is that, in Europe and North America, the so-called home-grown terrorist is frequently a second- or third-generation immigrant. Education in the majority community language and a desire to assimilate not infrequently lead to an incomplete acquisition, and subsequent attrition of a ‘home’ language. This can separate the second/third-generation immigrant from the minority community, while discrimination forms a barrier to acceptance by the majority community. This paper briefly examines some of the background literature in Applied Linguistics and Counter Terrorism Studies, before turning to sources that tend to support the hypothesis. Finally, a case is made for further study and some possible approaches suggested.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/17630/
https://doi.org/10.1080/13670050.2016.1208143
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| 69 |
How can linguists contribute to the refugee crisis? Issues and Responses
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| 70 |
Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands
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| 71 |
Brussels-London: crossing channels while juggling with social and cultural capital
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| 73 |
Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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| 74 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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| 75 |
An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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| 76 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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| 77 |
The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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| 78 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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| 80 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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