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“We don’t know Romani, we speak Hungarian”: Language use among Hungarian Roma “我们不懂罗姆语，我们说匈牙利语”：匈牙利罗姆人使用的语言

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-12-19 DOI: 10.1016/j.amper.2024.100214

Zuzana Bodnárová , Márton A. Baló

{"title":"“We don’t know Romani, we speak Hungarian”: Language use among Hungarian Roma","authors":"Zuzana Bodnárová , Márton A. Baló","doi":"10.1016/j.amper.2024.100214","DOIUrl":"10.1016/j.amper.2024.100214","url":null,"abstract":"<div><div>This paper is the first attempt to describe the particular way members of the so-called Romungro group in Hungary may speak Hungarian, which we call the ethnolinguistic repertoire of the Romungros (ERR). We have relied on primary and secondary sources, both published and unpublished, and unstructured sociolinguistic interviews in particular, when looking at the speakers, lexicon, use and function of this speech form. ERR is a form of colloquial Hungarian enriched by some Romani vocabulary and various other ethnolectal features. While it may have come about as a result or side effect of the language shift from Romani to Hungarian, its speakers may also speak inflected Romani. Despite what has frequently been repeated, it is not limited to Romani people whose family have worked as musicians and live in the capital, Budapest. The size of its lexicon varies between speakers and ranges from about 15 to 100 items according to the consultants. While the use of ERR may not necessarily be a conscious choice of its speakers, it can and certainly does, on many occasions, serve to flag identity and express belonging to a specific group and alignment with its values and attitudes.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100214"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Differential object marking in German learners of Spanish: Insights from the MuLeCo learner corpus 德语学习者对西班牙语的不同对象标记：来自MuLeCo学习者语料库的见解

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-10-28 DOI: 10.1016/j.amper.2024.100203

Patricia de Crignis

引用次数: 0

Verb semantics in second language French: Transitivity, unergativity and unaccusativity 第二语言法语的动词语义：及物性、非构格性和非宾格性

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-11-15 DOI: 10.1016/j.amper.2024.100210

Mohamed Hikal , Abdelkader Hermas

{"title":"Verb semantics in second language French: Transitivity, unergativity and unaccusativity","authors":"Mohamed Hikal , Abdelkader Hermas","doi":"10.1016/j.amper.2024.100210","DOIUrl":"10.1016/j.amper.2024.100210","url":null,"abstract":"<div><div>This study investigates the acquisition of verb semantics by L1 Arabic-L2 French learners. We examine the effect of proficiency and the L1 transfer on the interlanguage of beginning and advanced adult learners of L2 French. We used a context-based acceptability judgment task with correction to test transitivity, unergativity, pure unaccusativity and alternating unaccusativity using (un)-grammatical illustrative sentences that are similar or different in the two languages. We tested two groups of beginning and advanced learners of L2 French and a group of French native speakers. We used non-parametric tests for within- and between-group comparisons. The results confirmed the influence of the L1 transfer and proficiency on the performance of the beginner and advanced learners respectively. The L2 beginners had instances of under-causativization affecting transitive verbs and over-passivization marking unergative verbs. Further, pure unaccusative verbs were prone to over-passivization while alternating unaccusative verbs presented substantial under-causativization and over-passivization. Comparatively, the L2 advanced learners attained nativelike proficiency on transitivity and unergativity. However, under-causativization affected alternating unaccusative verbs and over-passivization pure unaccusative verbs. The study fills a gap in the empirical research on the acquisition of verb semantics in L2 French by Arabic speakers.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100210"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School effectiveness, equity, and multilingual learners: Examining the status of multilingual learner education through school accreditation 学校效能、公平与多语学习者：透过学校认证检视多语学习者教育的现况

Ampersand Pub Date : 2025-06-01 Epub Date: 2025-01-13 DOI: 10.1016/j.amper.2024.100216

Leah Davis

引用次数: 0

In-service language teachers' engagement with online learning platforms after the emergence of Covid-19 新冠肺炎疫情发生后在职语言教师参与在线学习平台的情况

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-12-20 DOI: 10.1016/j.amper.2024.100215

Hailay Tesfay Gebremariam , Zeritu Asfaw Mulugeta

{"title":"In-service language teachers' engagement with online learning platforms after the emergence of Covid-19","authors":"Hailay Tesfay Gebremariam , Zeritu Asfaw Mulugeta","doi":"10.1016/j.amper.2024.100215","DOIUrl":"10.1016/j.amper.2024.100215","url":null,"abstract":"<div><div>The Covid-19 pandemic has brought significant changes to the field of education, including a notable shift towards remote learning and increased usage of online learning platforms (OLPs). This study focuses on the engagements of in-service language teachers (ILTs) with OLPs during this time. ILTs from various school levels were invited to participate in an online survey to collect data. The survey included open-ended and multiple-choice questions to prompt detailed responses. Through a random selection process, 226 instructors were chosen to complete the survey, providing valuable insights into their experiences. The survey results revealed several key findings. Firstly, instructors reported facing a steep learning curve when transitioning to OLPs. Many struggled with technology and lacked experience in online teaching methods. Secondly, keeping students engaged proved to be a challenge. ILTs found it challenging to recreate the interactive and collaborative environment of traditional classrooms. Thirdly, ILTs highlighted issues related to technology access and equity. Not all students had the necessary devices or a reliable internet connection for distance learning. These findings underscore the importance of providing ILTs with additional support and tools during this challenging period. As a result, the study concludes with recommendations for enhancing language instructors' digital literacy and promoting effective online learning strategies in the post-pandemic era.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100215"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions 跨文化英语：以文化为基础的课程，以提高语言技能和跨文化交际能力的维度

Ampersand Pub Date : 2025-06-01 Epub Date: 2025-03-10 DOI: 10.1016/j.amper.2025.100221

Khalid Hicham , Naji Masned AlQbailat , Islam Asim Ismail , Nizar M. Qpilat , Nisreen Naji Al-Khawaldeh , Othman Khalid Al-Shboul , Fatima Zahra Masrar

{"title":"Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions","authors":"Khalid Hicham , Naji Masned AlQbailat , Islam Asim Ismail , Nizar M. Qpilat , Nisreen Naji Al-Khawaldeh , Othman Khalid Al-Shboul , Fatima Zahra Masrar","doi":"10.1016/j.amper.2025.100221","DOIUrl":"10.1016/j.amper.2025.100221","url":null,"abstract":"<div><div>Higher institutions in Jordan and Morocco prioritize intercultural communicative competence (ICC) in their educational system. This study aimed to analyze the impact of culture-based classes on ICC dimensions and language skills learning, examine English teachers' instructional strategies regarding culture and interculturality, and explore whether current pedagogy caters to ICC dimensions and language skills among EFL undergraduate learners. Using a sequential explanatory mixed methods design, data were collected from 40 university teachers through questionnaires and interviews. The study employed qualitative content analysis and descriptive statistics, with Byram's (1997) model of ICC serving as the theoretical framework. Findings revealed that ICC dimensions and language skills developed primarily in culture-based classes, though development was uneven across components. Teachers showed limited use of these classes for teaching both language skills and ICC, mainly due to restricted content variety and teaching methodologies. This limitation highlights the need for greater concentrated efforts to enhance these components within the educational framework. The study highlights the need for more diverse materials and methods to support ICC development and language skills within the Moroccan and Jordanian EFL contexts. It calls for reforms in teaching practices, curriculum design, and policy-making to enhance linguistic and intercultural competence. Recommendations include increased focus on curriculum development, course description design, and teacher training to better integrate culture-based classes in EFL teaching, ensuring equitable attention to all language skills and ICC dimensions.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100221"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bilingualism matters: Interdisciplinary research on socially-relevant aspects of bilingualism 双语问题：双语社会相关方面的跨学科研究

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-11-16 DOI: 10.1016/j.amper.2024.100212

Anna Balas, Georgia Fotiadou, Tanja Rinker, Yang Wang

引用次数: 0

The effectiveness of processing instruction and production-based instruction on the acquisition of the past tense in Greek by child heritage learners: A preliminary study 加工式教学和生产式教学对儿童遗产学习者希腊语过去时习得效果的初步研究

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-11-04 DOI: 10.1016/j.amper.2024.100207

Panagiota-Aikaterini Ouli , Irini Konta

{"title":"The effectiveness of processing instruction and production-based instruction on the acquisition of the past tense in Greek by child heritage learners: A preliminary study","authors":"Panagiota-Aikaterini Ouli , Irini Konta","doi":"10.1016/j.amper.2024.100207","DOIUrl":"10.1016/j.amper.2024.100207","url":null,"abstract":"<div><div>The study compares the effectiveness of two communicative approaches to grammar teaching, Processing Instruction (PI) and Production-Based instruction with collaborative tasks (PB), on the acquisition of past tense verb morphology by child heritage learners of Greek. Fourteen child learners of Greek, students at a heritage language school in Hungary, participated in the study. Half of them received PI instruction, which focuses only on the input, providing structured-input activities, and the other half received PB instruction, which focuses on the production of output with meaningful collaborative tasks. Both teaching interventions included a short explicit grammar teaching module. A pre-/post-test design was employed, which consisted of two tasks: a written production task and a sentence repetition task. Results revealed significant gains for both PI and PB instruction. However, both teaching interventions yielded better results in the written production task than in the more cognitively demanding sentence repetition task. Additionally, children who had little or no previous exposure to Greek seem to have profited more in the more cognitively demanding task, irrespective of the type of teaching intervention.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100207"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When cultural antagonism does not align with language bias: The sociolinguistic, cultural, and emotional experiences of German immigrants in post-crisis Greece 当文化对抗与语言偏见不一致时：危机后希腊德国移民的社会语言学、文化和情感经历

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-10-25 DOI: 10.1016/j.amper.2024.100206

Vasiliki Polychroniadou , Alex Panicacci

{"title":"When cultural antagonism does not align with language bias: The sociolinguistic, cultural, and emotional experiences of German immigrants in post-crisis Greece","authors":"Vasiliki Polychroniadou , Alex Panicacci","doi":"10.1016/j.amper.2024.100206","DOIUrl":"10.1016/j.amper.2024.100206","url":null,"abstract":"<div><div>Based on a sample of 65 German immigrants living in Greece, an understudied minority in this context, this paper explores the connection between participants' attitudes towards the heritage and host dimensions and emotions when using the heritage language (L1). Statistical analysis of survey data revealed that sociolinguistic practices reflected cultural affiliations without cross-interferences. Socialization in the L1 predicted immigrants' identification with the heritage culture and socialization in the local language predicted immigrants' identification with the host culture. Experiencing a sense of pride and empowerment when using the L1 enhanced participants' belonging to the heritage culture. Pride when using the L1 also enhanced their belonging to the host culture. Following the economic crisis in 2009 there was a rise of an anti-German sentiment in Greece. However, qualitative insights from open-ended questions highlighted participants' lack of negative experiences in the country. This could be explained by the high standing of the German language in Greece. Many reported no change in their positive self-perceptions when using German. Facing minor discrimination did not affect these feelings. These results are relevant in sociopolitical discourse promoting monolingual ideologies that portray minority language use as a hindrance to integration, clarifying the connection between immigrants’ self-perceptions and well-being.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100206"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of orthography presentation and loanword frequency on L2 speech shadowing 正字法表达和外来词频率对二语语音阴影的影响

Ampersand Pub Date : 2025-06-01 Epub Date: 2025-02-05 DOI: 10.1016/j.amper.2025.100218

Daiki Hashimoto, Keigo Tatsuya, Reiko Asada

{"title":"Effects of orthography presentation and loanword frequency on L2 speech shadowing","authors":"Daiki Hashimoto, Keigo Tatsuya, Reiko Asada","doi":"10.1016/j.amper.2025.100218","DOIUrl":"10.1016/j.amper.2025.100218","url":null,"abstract":"<div><div>It has been demonstrated that a speaker aligns their speech production with a model talker when shadowing model speech stimuli. The current study explores the Japanese English learners’ shadowing of the American English vowels /æ, ɑː/. Our specific interests are in the effects of orthography presentation and loanword frequency on the formant values of the two vowels Japanese English learners produce when shadowing model speech stimuli. Twenty-two Japanese English learners participated in a shadowing experiment, in which they shadowed native English speech stimuli while and without seeing written forms, and, following the shadowing experiment, they subjectively rated how often they use the English words as loanwords in daily Japanese speech. Our results suggest that the outcome of their imitation during the shadowing session is influenced by the presence of written forms. In particular, it was found that Japanese English learners produce /ɑː/ with more Japanese-like formant values when seeing written forms than without seeing written forms, and they produce /æ/ with more English-like formant values when seeing written forms than without seeing written forms. In addition, we found weak evidence that shadowed tokens are influenced by loanword frequency. These findings are discussed in terms of implications for episodic memories, category activation, spreading-activation, and production biases.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100218"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0