Online Language Courses

Conclusions and Implications
It can be deduced from this study that some levels of foreign language anxiety are experienced by beginning students in’ response to some aspects of foreign language learning. The study further suggests that anxiety experienced in foreign language learning (Spanish in this case) does not necessarily decline or diminish as students progress from first semester to second semester; rather, the apprehension levels seem to increase slightly during the second semester of language acquisition. This may be explained by the fact that, in most cases, Spanish 102 takes students from beginning language concepts taught in the first semester to more complex grammar levels, such as the use of the subjunctive mode. Also, SPA 102 instructors use the target language more frequently in the classroom with a much more extensive vocabulary.

Methodology
The Setting and Subjects
This study was designed to identify and compare the perceptions of first and second-semester university students towards feelings of anxiety experienced during foreign language learning as measured by the FLCAS scale. Specifically, the objective of this study was to investigate and compare the perceptions of 114 students (Group One) surveyed at Northern Arizona University during the third week of their first-semester Spanish class with those of 169 students (Group Two) surveyed at the same institution during the three last weeks of their’ second-semester Spanish class. The null hypothesis postulated and tested to determine if there were differences between the two groups in the perceptions they held towards foreign language anxiety was “there is no significant difference of perceptions between Group One and Group Two for each one of the FLCAS thirty-three variables

Researchers have studied the effects of anxiety on foreign language learning since the 1970’s. In spite of substantial advances in teaching methods and techniques, apprehension continues to exist in the university foreign language classroom. This study investigates the perceived levels of anxiety experienced by a randomly-selected sample of beginning foreign language students in a regular university setting. The results indicate that some levels of anxiety were present in beginner classes and that these levels did not decrease after the completion of the second semester of language acquisition. The implication of the findings for anxiety, reduction programs are discussed.

At age 14, Rola entered ninth grade in high school. She mastered the English language in six months, completed ninth grade and tested out of 10th, 11th and half of 12th grade. She attributes her academic achievement to her public school experience in the Middle Eastern country of Lebanon.
In Lebanon, teachers in public schools teach students two or three different languages, usually French and English. To shape our future, educators must recognize the potential a second language affords to students such as Rola. Research indicates that children who study a foreign language show increased cognitive ability and exceed normal classroom expectations. Why not teach a second language to elementary school youngsters? Teachers in many European and Asian countries do just that.

TEXT: WHAT IS AN EXPLORATORY LANGUAGE COURSE?
Within the foreign language field, the term “exploratory” refers to self-contained, nonsequential, interdisciplinary courses designed to introduce students to a variety of languages and cultures. Such courses differ from lengthy courses designed to teach a specific language (though exploratory courses use specific languages for examples) (Kennedy and De Lorenzo, 1985). These courses are taught in English except for the foreign language component, and they are usually offered in middle and junior high schools. Exploratory courses are found in most states, with interest in them increasing, especially in the Middle West and in the East.

In June 1999, the British Dyslexia Association (BDA), in cooperation with IDA and the European Dyslexia Association, held a conference on bilingualism, multilingualism, and dyslexia, including the study of modern foreign languages. For the first time educators from around the world gathered together to examine thorny questions about the effects of language problems in the native tongue on learning a second or third language, similarities and differences between languages and their effect on at-risk learners, and crosslinguistic transfer of linguistic rules. Part IV presents three views on dyslexia and learning a foreign language: the perspective of researchers on bilingualism; that of an adult dyslexic who struggled to learn French; and a case study report of two students with characteristics of hyperlexia who studied a foreign language.

“Parlez-vous francais?” When you went to high school, you had an option of whether or not you wanted to learn a foreign language, but today, as more children are being raised bilingual or multilingual (able to speak more than two languages), you must be wondering, “Should my children learn another language?”
Yes, it is extremely important that your children learn a foreign language, as early as possible, says Dr. Carolyn R. Durham, chair of the foreign language department and associate professor of Spanish and Portuguese at North Carolina A&T State University.

The students in this study identified multiple factors in their struggles and triumphs in changing countries. They could describe their cultural experiences in both places as well as their attempts to cope with differences in schooling and living in general. A wide range of domains impacted the students’ acculturation successes: language learning, school life, racial dynamics, hobbies and activities, making future plans, cultural differences, friendships, homesickness, peer relationships, career plans, support in the US, dating, trips home, and insider/outsider feelings.

Initially, more than 30 immigrant students at a local high school were asked to participate in the project. The ESL program director assisted as each student received a home permission form. Some were translated into Spanish or Indonesian. Eight males and seven females returned the permission slip. Both researchers were able to complete interviews with 15 freshmen to senior students, representing nine different countries. All of these students were in the category of Newly Arrived Learners with Adequate Formal Schooling (Freeman & Freeman, 2002). For the sake of anonymity, each student chose a pseudonym. See issue website http://rapidintellect.com/AEQweb/ sum2005.htm

The focus of this study was to identify factors which enhance or complicate second language learners’ acculturation and language acquisition processes. The researchers conducted structured interviews at a southern California high school with a diverse population of English Language Learners. The students’ experiences of making linguistic and cultural transitions revealed some common patterns as well as individual needs. The language proficiency profiles varied considerably, suggesting that educators must have a firm grasp of language development pedagogy to address their English learners’ needs.