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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."

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Academic Paper

Title: Language and literacy skills of home and international university students: How different are they, and does it matter?
Author: Danijela Trenkic
Author: Meesha Warmington
Linguistic Field: Cognitive Science; Linguistic Theories
Subject Language: Chinese, Mandarin
Abstract: Although international students experience lower attainment at university than home students (Morrison et al., 2005), reasons are poorly understood. Some question the role of language proficiency as international students come with required language qualifications. This study investigated language and literacy of international students who successfully met language entry requirements and those of home students, matched on non-verbal cognition, studying in their native language. In a sample of 63 Chinese and 64 British students at a UK university, large and significant group differences were found at entry and eight months later. Furthermore, language and literacy indicators explained 51% of variance in the Chinese group's grades, without predicting the home students’ achievement. Thus language proficiency appears predictive of academic outcomes only before a certain threshold is reached, and this threshold does not correspond to the minimum language entry requirements. This highlights a systematic disadvantage with which many international students pursue their education.


This article appears IN Bilingualism: Language and Cognition Vol. 22, Issue 2, which you can READ on Cambridge's site .

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