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A study by Williams (1996) looked at the effects bilingual education had on two different communities in Malawi and Zambia. In Malawi, Chichewa is the main language of instruction, and English is taught as a separate course. In Zambia, English is the main language of instruction, and the local language, Nyanja, is taught as a separate course.
In some countries, such as Australia, it is so common nowadays for a foreign language to be taught in schools that the subject of language education is referred to as LOTE or Language Other Than English. In most English-speaking education centers, French, Spanish, and German are the most popular languages to study and learn.
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
In English-speaking countries, they have integrative motivation, the desire to learn the language to fit into an English-language culture. They are more likely to want to integrate because they 1. Generally have more friends and family with English language skills. 2. Have immediate financial and economic incentives to learn English. 3.
Learners of a second language may learn to avoid talking about topics for which they lack the necessary vocabulary or other language skills in the second language. Also, language learners sometimes start to try to talk about a topic, but abandon the effort in mid-utterance after discovering that they lack the language resources needed to ...
Language Gaps: In MLE programs, language proficiency gaps can emerge when students' proficiency in their first language is significantly lower than the language of instruction used in the larger group. This can make it difficult for them to catch up and achieve academic proficiency in both languages.
English as a second language courses are sometimes incorporated to provide supplemental instruction. Transitional bilingual education programs are divided into two categories: early-exit and late-exit. Early-exit programs begin with strong support in the students' native language; nevertheless, this support is rapidly diminished.
Language exchanges have been viewed as a helpful tool to aid language learning at language schools. Language exchanges tend to benefit oral proficiency, fluency, colloquial vocabulary acquisition, and vernacular usage. A major benefit of language exchange is the exposure to the native speaker's culture. [9]