| Peer-Reviewed

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

Received: 4 July 2014     Accepted: 5 August 2014     Published: 1 February 2015
Views:       Downloads:
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.

Published in International Journal of Language and Linguistics (Volume 2, Issue 5-1)

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

DOI 10.11648/j.ijll.s.2014020501.18
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), 2015. 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.
Cite This Article
  • 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

    Copy | Download

    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

    Copy | Download

    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

    Copy | Download

  • @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://article.sciencepublishinggroup.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}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students
    AU  - Olubukola Y. Salako
    Y1  - 2015/02/01
    PY  - 2015
    N1  - https://doi.org/10.11648/j.ijll.s.2014020501.18
    DO  - 10.11648/j.ijll.s.2014020501.18
    T2  - International Journal of Language and Linguistics
    JF  - International Journal of Language and Linguistics
    JO  - International Journal of Language and Linguistics
    SP  - 56
    EP  - 62
    PB  - Science Publishing Group
    SN  - 2330-0221
    UR  - https://doi.org/10.11648/j.ijll.s.2014020501.18
    AB  - 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.
    VL  - 2
    IS  - 5-1
    ER  - 

    Copy | Download

Author Information
  • English Department, Indiana University of Pennsylvania, Indiana, Pennsylvania, United States of America

  • Sections