Pub Date : 2021-01-10DOI: 10.14746/GL.2020.47.2.02
I. Deiana, Stefania Spina
Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant part of them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). This paper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA, its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.
在过去的几年里，成千上万的寻求庇护者和难民抵达意大利，其中包括大量没有成年人照顾的青少年和妇女。其中很大一部分是由省成人教育中心组织的外国人意大利语课程，通常称为CPIA (Centro Provinciale per l 'Istruzione degli Adulti)。本文对该机构组织的课程的语言测试和评估进行了探讨。为了评估这些方面，本文将重点放在CPIA，其教师和学生身上。针对CPIA的语言课程，我们调查了在语言课程开始和结束时进行的语言测试和评估。由于这些观察，本文试图确定一些关键方面，并了解其原因。
{"title":"Second language learning for vulnerable adult migrants: The case of the Italian public school","authors":"I. Deiana, Stefania Spina","doi":"10.14746/GL.2020.47.2.02","DOIUrl":"https://doi.org/10.14746/GL.2020.47.2.02","url":null,"abstract":"Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant part of them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). This paper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA, its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125098268","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 : 2021-01-10DOI: 10.14746/gl.2020.47.2.09
Marian Szczodrowski
The subject of this discussion consists of selected concepts regarding the codematic foundations of foreign-language learning and cybernetic systems of foreign-language communication. The author focuses on processes of controlling, regulating, and directing foreign-language structures at the inter-individual level from the teacher to the learner. The control process, coupled with the process of basic information transfer, supports and strengthens it, both with linguistic (suprasegmental) means and extra-linguistic (visual) means. The basis of the regulation process are the effects of the coded structures of the learner, effects delivered to the teacher by the control system functioning through feedback. Glottodidactic direction includes the above two processes in order to transfer inaccurate structures, once corrected by the teacher, with the aim of re-decoding them and correctly assimilating them.
{"title":"Glottodidaktische Steuerung und Regelung auf interindividueller Ebene","authors":"Marian Szczodrowski","doi":"10.14746/gl.2020.47.2.09","DOIUrl":"https://doi.org/10.14746/gl.2020.47.2.09","url":null,"abstract":"The subject of this discussion consists of selected concepts regarding the codematic foundations of foreign-language learning and cybernetic systems of foreign-language communication. The author focuses on processes of controlling, regulating, and directing foreign-language structures at the inter-individual level from the teacher to the learner. The control process, coupled with the process of basic information transfer, supports and strengthens it, both with linguistic (suprasegmental) means and extra-linguistic (visual) means. The basis of the regulation process are the effects of the coded structures of the learner, effects delivered to the teacher by the control system functioning through feedback. Glottodidactic direction includes the above two processes in order to transfer inaccurate structures, once corrected by the teacher, with the aim of re-decoding them and correctly assimilating them.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"47 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113978172","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 : 2021-01-10DOI: 10.14746/gl.2020.47.2.12
Luiza Ciepielewska-Kaczmarek
Bericht zum VII. Internationalen Forschungskolloquium „Junge Forschung im Bereich Deutsch als Fremdsprache“. Marburg & weltweit 9.–10.07.2020.
七号报告我们有一个国际研究座谈会"年轻的德语外语研究"。马尔堡和全球20077
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Pub Date : 2021-01-10DOI: 10.14746/gl.2020.47.2.06
H. Lankiewicz
One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).
在欧盟范围内定义语言学习、教学和评估的基本文件之一是CEFR(2001)。自其首次出版以来，发生了许多政治和社会的变化，这就需要对一般语言教学政策进行重塑，以适应新的条件。对语言学习过程和语言使用也出现了新的理论反思。通过流动性的增强，相当多的欧洲公民已经成为多语者，生活在多语言环境中。另一方面，对语言学习和教学过程的新见解强调了从单语方法转向翻译实践的必要性(Canagarajah 2013;García & Li 2014)。本文的目的是展示翻译本能(Li 2011)对多语学生额外的外语教学的影响。本文作者从多语制的理论基础、自己对译语的研究以及修订后的CEFR(2018)中得出了自己的思考。
{"title":"Translanguaging: Implications for the language classroom derived from the revised version of the CEFR","authors":"H. Lankiewicz","doi":"10.14746/gl.2020.47.2.06","DOIUrl":"https://doi.org/10.14746/gl.2020.47.2.06","url":null,"abstract":"One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121584226","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 : 2021-01-10DOI: 10.14746/gl.2020.47.2.05
Ksenia Kuzminykh
The article begins with an overview of the childhood conceptions found in literature for children’s and young people. The conception of childhood in the Enlightenment is directed towards the future. The characters are serious and strive to become better people. They are an example for the recipients. Romanticism, on the other hand, tries to undermine this idea, and evokes a golden age of childhood. The first type dominated Soviet literature for children and young people. This changed in the 21st century. The analysis of Sabitova’s, Emec’s, Wostokows’s, Krjukova’s, Murašova’s and Verkin’s novels shows how these childhood myths are successfully combined in modern books for children and young adults.
{"title":"Kindheit- und Kindlichkeitskonzeptionen in der russischen Literatur des 21. Jahrhunderts","authors":"Ksenia Kuzminykh","doi":"10.14746/gl.2020.47.2.05","DOIUrl":"https://doi.org/10.14746/gl.2020.47.2.05","url":null,"abstract":"The article begins with an overview of the childhood conceptions found in literature for children’s and young people. The conception of childhood in the Enlightenment is directed towards the future. The characters are serious and strive to become better people. They are an example for the recipients. Romanticism, on the other hand, tries to undermine this idea, and evokes a golden age of childhood. The first type dominated Soviet literature for children and young people. This changed in the 21st century. The analysis of Sabitova’s, Emec’s, Wostokows’s, Krjukova’s, Murašova’s and Verkin’s novels shows how these childhood myths are successfully combined in modern books for children and young adults.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127758038","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 : 2021-01-10DOI: 10.14746/gl.2020.47.2.03
Kamil Długosz
This article investigates the acquisition of verb placement in German as a foreign language at an advanced stage of development. The main objective of the investigation is to analyse written and spoken language production in terms of the use of subject-verb-inversion, verbal bracket, and verb-final placement in subordinate clauses. The results reveal a discrepancy between written and spoken language production with respect to correct usage of the verb placement rules. While correctness in the written production task exceeded 97% for all phenomena, the oral translation task generated less correct sentences, but only for inversion and verb-final placement. The non-target usage of inversion and verb-final pattern in spoken production points to processing problems when translating from Polish into German, which are further confirmed by lower accuracy for these two phenomena. At the moment of testing, the verbal bracket has already been acquired, which is in line with the universal developmental sequence in the acquisition of German syntax.
{"title":"Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache","authors":"Kamil Długosz","doi":"10.14746/gl.2020.47.2.03","DOIUrl":"https://doi.org/10.14746/gl.2020.47.2.03","url":null,"abstract":"This article investigates the acquisition of verb placement in German as a foreign language at an advanced stage of development. The main objective of the investigation is to analyse written and spoken language production in terms of the use of subject-verb-inversion, verbal bracket, and verb-final placement in subordinate clauses. The results reveal a discrepancy between written and spoken language production with respect to correct usage of the verb placement rules. While correctness in the written production task exceeded 97% for all phenomena, the oral translation task generated less correct sentences, but only for inversion and verb-final placement. The non-target usage of inversion and verb-final pattern in spoken production points to processing problems when translating from Polish into German, which are further confirmed by lower accuracy for these two phenomena. At the moment of testing, the verbal bracket has already been acquired, which is in line with the universal developmental sequence in the acquisition of German syntax.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127223351","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 : 2021-01-10DOI: 10.14746/gl.2020.47.2.08
Grzegorz Lisek
This paper focuses on the emergency communication of German paramedics who are learning Polish as a foreign language. This is to be tested in a role play, in which speech acts occur. Can the recorded speech acts or certain pragmatic phenomena be used in foreign language teaching of emergency communication? The study shows that the majority of patients’ responses are understood by the paramedics, but they respond to them inappropriately. Therefore, it is concluded that language courses for paramedics should focus much more on fixed phrases in Polish. The analysis of the recordings shows that this would enable them to formulate their answers in Polish, and not in German or English. In addition, code-switching sequences were used as means to identify the areas where there is a need for a modification of the programme and exercises during the lessons. The emphasis should lie on non-medical answers to the patient’s linguistic actions as well.
{"title":"Notfallmedizinische Kommunikation im Unterricht Polnisch als Fremdsprache. Analyse von Gesprächsverhalten deutschsprachiger Rettungskräfte","authors":"Grzegorz Lisek","doi":"10.14746/gl.2020.47.2.08","DOIUrl":"https://doi.org/10.14746/gl.2020.47.2.08","url":null,"abstract":"This paper focuses on the emergency communication of German paramedics who are learning Polish as a foreign language. This is to be tested in a role play, in which speech acts occur. Can the recorded speech acts or certain pragmatic phenomena be used in foreign language teaching of emergency communication? The study shows that the majority of patients’ responses are understood by the paramedics, but they respond to them inappropriately. Therefore, it is concluded that language courses for paramedics should focus much more on fixed phrases in Polish. The analysis of the recordings shows that this would enable them to formulate their answers in Polish, and not in German or English. In addition, code-switching sequences were used as means to identify the areas where there is a need for a modification of the programme and exercises during the lessons. The emphasis should lie on non-medical answers to the patient’s linguistic actions as well.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127364934","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 : 2021-01-10DOI: 10.14746/gl.2020.47.2.01
Ilona Banasiak, Magdalena Olpińska-Szkiełko
The objective of the study was to scrutinise the determinants of heritage language maintenance and second language acquisition in immigrant speakers and assess their significance and weight. Over one hundred cases of bilingual speakers with Polish as L1 (heritage language; Polish speakers abroad) and as L2 (national language; immigrant learners of Polish in Poland) were investigated in order to better understand the linguistic changes and multilingual practices involved in the process of relocating to another country. The cases underwent quantitative and qualitative analysis. The results revealed that in most cases bilinguals are at a high risk of losing their L1, and L2 becomes their dominant language. With the dominance of L2, identification with the culture of the country of residence also increases in bilinguals. Formal instruction in L1 proves to be the most important factor in heritage language maintenance, and the preservation of a sense of identification with the heritage culture. An important role in L1 and also L2 development is played by parental support and their actions.
{"title":"Sociolinguistic determinants of heritage language maintenance and second language acquisition in bilingual immigrant speakers","authors":"Ilona Banasiak, Magdalena Olpińska-Szkiełko","doi":"10.14746/gl.2020.47.2.01","DOIUrl":"https://doi.org/10.14746/gl.2020.47.2.01","url":null,"abstract":"The objective of the study was to scrutinise the determinants of heritage language maintenance and second language acquisition in immigrant speakers and assess their significance and weight. Over one hundred cases of bilingual speakers with Polish as L1 (heritage language; Polish speakers abroad) and as L2 (national language; immigrant learners of Polish in Poland) were investigated in order to better understand the linguistic changes and multilingual practices involved in the process of relocating to another country. The cases underwent quantitative and qualitative analysis. The results revealed that in most cases bilinguals are at a high risk of losing their L1, and L2 becomes their dominant language. With the dominance of L2, identification with the culture of the country of residence also increases in bilinguals. Formal instruction in L1 proves to be the most important factor in heritage language maintenance, and the preservation of a sense of identification with the heritage culture. An important role in L1 and also L2 development is played by parental support and their actions.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116211793","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 : 2020-06-21DOI: 10.14746/gl.2020.47.1.12
Agnieszka Poźlewicz
...
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{"title":"Danuta Rytel-Schwarz / Alina Jurasz / Lesław Cirko / Ulrich Engel. Deutsch-polnische kontrastive Grammatik. Band 2: Der Satz. 2., neu bearbeitete und ergänzte Auflage. Hildesheim / Zürich / New York: Georg Olms Verlag. 2018. S. 462.","authors":"Agnieszka Poźlewicz","doi":"10.14746/gl.2020.47.1.12","DOIUrl":"https://doi.org/10.14746/gl.2020.47.1.12","url":null,"abstract":"<jats:p>...</jats:p>","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130988195","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 : 2020-06-01DOI: 10.14746/gl.2020.47.1.02
Martina Irsara
This paper investigates the lexical choices made by speakers of Ladin in describing the opening scene of Mayer’s (1969) Frog, where are you? in Ladin and in the other languages they learnt later in life (Italian, German and English). The focus of the investigation is on motion lexicalisation, which varies across languages in terms of preferred encoding patterns (Talmy 1985, 2000; Wälchli 2001). Relative frequencies are calculated for the variants occurring in the different languages, before turning to a qualitative discourse-analytic approach, which forms the core of the analysis. The results are discussed with reference to the fields of typology and cross-linguistic research. The analysed texts bring to the fore the necessity of distinguishing between national and regional idioms and the potential value of drawing cross-linguistic issues to the explicit attention of learners. Possible implications are considered with reference to the novel framework of Applied Language Typology (Filipović 2018).
{"title":"Applying typological insights in a minority-language context: Motion event lexicalisations in Ladin, Italian, German and English texts compiled by Ladins","authors":"Martina Irsara","doi":"10.14746/gl.2020.47.1.02","DOIUrl":"https://doi.org/10.14746/gl.2020.47.1.02","url":null,"abstract":"This paper investigates the lexical choices made by speakers of Ladin in describing the opening scene of Mayer’s (1969) Frog, where are you? in Ladin and in the other languages they learnt later in life (Italian, German and English). The focus of the investigation is on motion lexicalisation, which varies across languages in terms of preferred encoding patterns (Talmy 1985, 2000; Wälchli 2001). Relative frequencies are calculated for the variants occurring in the different languages, before turning to a qualitative discourse-analytic approach, which forms the core of the analysis. The results are discussed with reference to the fields of typology and cross-linguistic research. The analysed texts bring to the fore the necessity of distinguishing between national and regional idioms and the potential value of drawing cross-linguistic issues to the explicit attention of learners. Possible implications are considered with reference to the novel framework of Applied Language Typology (Filipović 2018).","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114480897","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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