International Journal of Language and Linguistics

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Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students

Received: 04 July 2014    Accepted: 05 August 2014    Published: 01 February 2015
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Abstract

How should we view African students whose first language is English and their mother tongue? Should English speaking African students be placed in an ESL classroom with students whose English is not as proficient as theirs? This paper examines the essays of Nigerian students placed in an ESL class to determine if they are scholastically capable of opting out of the ESL classes required for international students. It also reflects on the classification system for English speaking Africans and their viewpoints on the use of the English language.

DOI 10.11648/j.ijll.s.2014020501.18
Published in International Journal of Language and Linguistics (Volume 2, Issue 5-1, October 2014)

This article belongs to the Special Issue Teaching English as a Foreign/Second Language

Page(s) 56-62
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

ESL and African College Students

References
[1] Bal, C. (2007). Its all in the asking: A perspective on problems of cross-cultural communication between native speakers of French and native speakers of Australian English in the workplace. Australian Review of Applied Linguistics, Series S, 7: 66-92.
[2] Byrnes, H. (2001). Reflections on the development of cross-cultural communicative competence in the foreign language classroom. In B. F. Freed (Ed.), Foreign language acquisition research and the classroom, (pp. 205-218). Lexington, MA: D. C. Heath.
[3] Chick, J. (1996). Intercultural communication. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching, (pp. 329-348). Cambridge: Cambridge University Press.
[4] Clarke, C., & Lipp, G. (1998). Conflict resolution for contrasting cultures. Training and Development, 52: 15.
[5] Gumperz, J. (1982b). Language and social identity. Cambridge: Cambridge University Press.
[6] Kachru, Y. & Smith, L. (2010). Cultures, context and world Englishes. Routledge.
[7] Kramsch, C. (1993). The order of discourse in language teaching. In B. F. Freed (Ed.), Foreign language acquisition research and the classroom, (pp. 191-204). Lexington, MA: D. C. Heath.
[8] Krasnick, H. (1988) The culture puzzle: cross-cultural communication for English as a 2nd language. TESOL Quarterly, 22: 319-326.
Author Information
  • English Department, Indiana University of Pennsylvania, Indiana, Pennsylvania, United States of America

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  • APA Style

    Olubukola Y. Salako. (2015). Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students. International Journal of Language and Linguistics, 2(5-1), 56-62. https://doi.org/10.11648/j.ijll.s.2014020501.18

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    ACS Style

    Olubukola Y. Salako. Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students. Int. J. Lang. Linguist. 2015, 2(5-1), 56-62. doi: 10.11648/j.ijll.s.2014020501.18

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    AMA Style

    Olubukola Y. Salako. Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students. Int J Lang Linguist. 2015;2(5-1):56-62. doi: 10.11648/j.ijll.s.2014020501.18

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  • @article{10.11648/j.ijll.s.2014020501.18,
      author = {Olubukola Y. Salako},
      title = {Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students},
      journal = {International Journal of Language and Linguistics},
      volume = {2},
      number = {5-1},
      pages = {56-62},
      doi = {10.11648/j.ijll.s.2014020501.18},
      url = {https://doi.org/10.11648/j.ijll.s.2014020501.18},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijll.s.2014020501.18},
      abstract = {How should we view African students whose first language is English and their mother tongue? Should English speaking African students be placed in an ESL classroom with students whose English is not as proficient as theirs? This paper examines the essays of Nigerian students placed in an ESL class to determine if they are scholastically capable of opting out of the ESL classes required for international students. It also reflects on the classification system for English speaking Africans and their viewpoints on the use of the English language.},
     year = {2015}
    }
    

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