The work also presented the key elements of qualitative data collection, timing, follow-up questions, and interpretation. The findings of the research recommended data collecting and data translation framework: single back-translation for data validity and accuracy. Reflexive method used to analyse the researchers' observations field notes. The identified research gap in data collecting and translating presented. A systematic literature search conducted to find the methods used for collecting qualitative data in information systems research from 2010 to 2021. Observations field notes were collected during the study of the role of ICT for poverty reduction using Participatory Budgeting (PB) in Brazil. In this paper under-researched methodological issues in information systems research of multilingual interview data collection and translation using translators explored. The paper concludes with a call for the development of a framework within which to understand monolingualism and its social and educational effects. This latter strand of literature critiques the influence of the monolingual perspectives held by those who wield authority in language policy and in education. The third and most critical representation employs metaphors of disease, sickness and disability to portray monolingualism as a pathological state (Skutnabb-Kangas, 2000a Oller, 1997). Perspectives from language policy documents in Australia are presented to illustrate the second representation. ![]() The second representation is of monolingualism as a limitation on cognitive, communicative, social and vocational potential (Kirkpatrick, 2000 Crozet, Liddicoat & Lo Bianco, 1999). The first is as an unmarked case, against which bilingualism and multilingualism are set as the exception. This paper will review three representations of monolingualism in the applied linguistics literature. Linguistic theories have often assumed monolingualism to be the norm (Pavlenko, 2000), and this view is often held by individual monolinguals who are speakers of a dominant language such as English (Edwards, 1994). One of these works like music, on the basis of awarding progress through a step-by-step grades system.Īnd if formal education fails, many people find ways of acquiring language skills later in life, when they have a clearer idea of what they need to learn and why.It is frequently observed that bilingualism and multilingualism are more common in the world than monolingualism, and yet, as Romaine (1995) points out, it is rare to find a book with the title 'Monolingualism'. That said, there are changes afoot in the secondary syllabus, and alternative language programs are also being pioneered in the UK. Perhaps not all of them, if it depends on our current examination system and the knowledge it equips them with. I do think there are powerful reasons why young people should learn a language and the factors of interest to teenagers – the social ones, the sheer fun of it, the intrinsic joy of reaching into another world – are well set out at question is: should all children be forced to take a language up to the age of 16? So what about the appreciation of a country’s culture? Do you really need a knowledge of Italian to appreciate Renaissance art? Or of Chinese to understand the triumphs of the Ming Dynasty? It is entirely possible to promote awareness of these subjects in English. ![]() Although many employers prize a language qualification, the fact is that most jobs don’t require one. However, I doubt that this has really had much of a detrimental effect on the bottom line of UK plc over the years and it is certainly not a motivating factor in persuading a 13 year old to learn Spanish. So, does this mean that we are well and truly on the road to become a nation of monolinguals, at ease communicating with the world in English, and more than happy to leave our dirty work to translators, interpreters and other specialists in the field? And does it matter?Ī reason many UK experts state for learning a foreign language – the utilitarian one – suggests that having a language is good for business. Even the modest numbers taking Mandarin Chinese and Arabic have tailed off. ![]() The vast majority took their GCSE in French, followed at some distance by Spanish and then German. ![]() When England’s GCSE results came out at the end of August the British press were quick to report on the declining numbers of students taking the qualification in a foreign language: 12% fewer students than in 2010 sat the exam, and this is part of a continuing downward trend over the last few years.
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