Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.14
Karolina Miłosz-Szewczyk
Der vorliegende Artikel ist eine wissenschaftliche Rezension des Buches „Angewandte Linguistik – Neue Herausforderungen und Konzepte“ herausgegeben von Sylwia Adamczak-Krysztofowicz, Anna Szczepaniak-Kozak und Paweł Rybszleger zum Anlass des 70. Geburtstag von Frau Professor Dr. habil. Izabela Prokop. Im Band wurden zahlreiche interessante Beiträge präsentiert, die sich in die sieben Themenbereiche der Pragma- und Soziolinguistikstudien, Kontrastiven Studien, Interkulturalität, Spracherwerbs- und Sprachlehrforschung, Fachsprachen, des Übersetzens und Dolmetschens, Linguistic landscapes einschreiben und den aktuellen Forschungsfragen der Angewandten Linguistik nachgehen.
{"title":"Sylwia Adamczak‑Krysztofowicz / Anna Szczepaniak‑Kozak / Paweł Piotr Rybszleger (Hrsg.). Angewandte Linguistik – Neue Herausforderungen und Konzepte. Festschrift für Izabela Prokop zum 70. Geburtstag. Göttingen: Vandenhoeck & Ruprecht. 2020. S. 453","authors":"Karolina Miłosz-Szewczyk","doi":"10.14746/gl.2022.49.1.14","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.14","url":null,"abstract":"Der vorliegende Artikel ist eine wissenschaftliche Rezension des Buches „Angewandte Linguistik – Neue Herausforderungen und Konzepte“ herausgegeben von Sylwia Adamczak-Krysztofowicz, Anna Szczepaniak-Kozak und Paweł Rybszleger zum Anlass des 70. Geburtstag von Frau Professor Dr. habil. Izabela Prokop. Im Band wurden zahlreiche interessante Beiträge präsentiert, die sich in die sieben Themenbereiche der Pragma- und Soziolinguistikstudien, Kontrastiven Studien, Interkulturalität, Spracherwerbs- und Sprachlehrforschung, Fachsprachen, des Übersetzens und Dolmetschens, Linguistic landscapes einschreiben und den aktuellen Forschungsfragen der Angewandten Linguistik nachgehen.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115606605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this contribution, we intend to examine to what extent multiliteracy approaches make it possible to emphasize and develop various aspects of reflexivity in action in a migrant student who is in close contact with several languages within his family and school environment. To answer the source question, we gathered a corpus of various graphic and verbal signs among secondary school multilingual students that we analyzed according to a qualitative approach in the migratory and educational context of Saint-Étienne (France). It is about student output resulting from a school project that aimed at strengthening the students’ literacy competences, along with highlighting their native cultures and languages. As a reflexive tool, the depicted project turned out to be a bridge towards a multi-literacy approach, for which we have detailed the guidelines, beneficial for the learning of the French language, or the learning of any new language; it entails supporting the making of the subject in writing, then allowing an updating of the migratory experience.
{"title":"Jeunes migrants en France. Des activités plurilittéraciques pour un parcours réflexif","authors":"Marielle Rispail, Marine Totozani, Valeria Villa-Perez","doi":"10.14746/gl.2022.49.1.10","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.10","url":null,"abstract":"In this contribution, we intend to examine to what extent multiliteracy approaches make it possible to emphasize and develop various aspects of reflexivity in action in a migrant student who is in close contact with several languages within his family and school environment. To answer the source question, we gathered a corpus of various graphic and verbal signs among secondary school multilingual students that we analyzed according to a qualitative approach in the migratory and educational context of Saint-Étienne (France). It is about student output resulting from a school project that aimed at strengthening the students’ literacy competences, along with highlighting their native cultures and languages. As a reflexive tool, the depicted project turned out to be a bridge towards a multi-literacy approach, for which we have detailed the guidelines, beneficial for the learning of the French language, or the learning of any new language; it entails supporting the making of the subject in writing, then allowing an updating of the migratory experience.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117158656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.02
Sophie Aubin
Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of the need for the learner to master it.
{"title":"Conscience musicale du français langue parlée : éléments pour son conditionnement didactique","authors":"Sophie Aubin","doi":"10.14746/gl.2022.49.1.02","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.02","url":null,"abstract":"Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of the need for the learner to master it.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121918033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.05
C. Faucompré, Julia Putsche
This contribution proposes a reflection on the representations and perceptions that Alsatia students have of their German language learning in the context of the Upper Rhine. After explaining the challenge of teaching and learning German in this cross-border context, we will present some significant quantitative and qualitative results in order to establish a sort of diagnosis of the decline in bilingualism observed by interregional institutions.
{"title":"« J’ai l’impression d’être la seule à aimer l’allemand » : Perceptions et représentations d’étudiants face à leur apprentissage de l’allemand en Alsace","authors":"C. Faucompré, Julia Putsche","doi":"10.14746/gl.2022.49.1.05","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.05","url":null,"abstract":"This contribution proposes a reflection on the representations and perceptions that Alsatia students have of their German language learning in the context of the Upper Rhine. After explaining the challenge of teaching and learning German in this cross-border context, we will present some significant quantitative and qualitative results in order to establish a sort of diagnosis of the decline in bilingualism observed by interregional institutions.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127197653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.03
N. Auger
This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences.
{"title":"Conscience collective et autoconscience dans l’enseignement / apprentissage du français langue seconde et de scolarisation : quand l’interculturel et le plurilinguisme sont en jeu","authors":"N. Auger","doi":"10.14746/gl.2022.49.1.03","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.03","url":null,"abstract":"This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128618780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.06
Monika Grabowska
The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.
{"title":"Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones","authors":"Monika Grabowska","doi":"10.14746/gl.2022.49.1.06","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.06","url":null,"abstract":"The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116533069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.04
Laurie Dekhissi, Effrosyni Lamprou, F. Valetopoulos
In this paper, we analyse the awareness and self-awareness of future trainers of French as a foreign language in teaching intercultural competence. To do so, we study extracts of students’ books created by MA students, where intercultural competence is developed. We realise that future master’s students are generally aware of the need for intercultural mediation, however some of them focus on descriptive aspects of their culture rather than adopting a mediator’s posture. In fact, they tend to describe and explain a cultural phenomenon rather than encouraging its interpretation and understanding
{"title":"La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle","authors":"Laurie Dekhissi, Effrosyni Lamprou, F. Valetopoulos","doi":"10.14746/gl.2022.49.1.04","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.04","url":null,"abstract":"In this paper, we analyse the awareness and self-awareness of future trainers of French as a foreign language in teaching intercultural competence. To do so, we study extracts of students’ books created by MA students, where intercultural competence is developed. We realise that future master’s students are generally aware of the need for intercultural mediation, however some of them focus on descriptive aspects of their culture rather than adopting a mediator’s posture. In fact, they tend to describe and explain a cultural phenomenon rather than encouraging its interpretation and understanding","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114543007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.08
H. Komorowska
The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.
{"title":"Teacher language awareness or language teacher awareness?","authors":"H. Komorowska","doi":"10.14746/gl.2022.49.1.08","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.08","url":null,"abstract":"The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133058142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.13
Dorota Werbińska
Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.
{"title":"Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency","authors":"Dorota Werbińska","doi":"10.14746/gl.2022.49.1.13","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.13","url":null,"abstract":"Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125639354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.14746/gl.2022.49.1.01
Maciej Smuk
The article introduces different approaches to (self-)awareness, as presented in this issue of Glottodidactica. Its first part discusses the advantages of developing (self-)awareness – in relation to the foreign language teacher and the foreign language learner. The general concept of savoir-être competence (existential competence) is also mentioned. In the second part possible research perspectives in this area and examples of research are given. The third part lists techniques and tools which can be used to stimulate teacher and student self-awareness.
{"title":"Conscience et autoconscience dans l’enseignement / apprentissage d’une langue-culture : pourquoi ? quoi ? comment ?","authors":"Maciej Smuk","doi":"10.14746/gl.2022.49.1.01","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.01","url":null,"abstract":"The article introduces different approaches to (self-)awareness, as presented in this issue of Glottodidactica. Its first part discusses the advantages of developing (self-)awareness – in relation to the foreign language teacher and the foreign language learner. The general concept of savoir-être competence (existential competence) is also mentioned. In the second part possible research perspectives in this area and examples of research are given. The third part lists techniques and tools which can be used to stimulate teacher and student self-awareness.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116292990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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