I am interested in conducting this research on Saint Thomas because its primary learning language is English. Thus, all classes, including foreign language classes, are taught using the English language. As a result of Saint Thomas University being a wide diversity of different languages, cultures, customs and individuals, there are several students who did not learn English as a first language and there are several students who, unfortunately, have difficulty with the English language.
By conducting varies research, one will be able to observe if the fact of not having learned English as a first language creates academic conflict in Saint Thomas University. If this project were to result positive, not having learned English as a first language, this could be something serious. A certain percentage of those who enroll to Saint Thomas University are not Native English Speakers (NES), hence only a certain percentage of those enrolled will successfully pass their courses. This could be detrimental to the academic achievement of a student.
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I understand that, but if I go to china to study, I am to expect - for the most part - my education to be done in Chinese! Shouldn't it be the same if I move to the United States. Can we reasonably ask to teach in about any other language simply because a few students speaks it! If so where will we stop: how many languages should be available?
ReplyDeleteare you asking to facilitate the education of foreign speaking students through programs, or would you suggest to actualy teach in all these foreign languages. And if you chose the latter option, would it be every class? or would the option of teaching in another language depend on the predominance of the group who speak that language?
- wouldn't it be obvious that it would be harder for a non NES student to learn in an English speaking environment?
I don't quite understand the research issue.