Abstract:This paper discusses the role of English as the current lingua franca academica in contrast to a multilingual approach to scientific inquiry on the basis of four perspectives: a cognitive, a typological, a contrastive and a domain-specific one. It is argued that a distinction must be drawn between the natural sciences and the humanities in order to properly assess the potential of either linguistic solution to the problem of scientific communication. To the extent that the results of scientific research are expressed in formal languages and international standardised terminology, the exclusive use of one lingua franca is unproblematic, especially if phenomena of our external world are under consideration. In the humanities, by contrast, especially in the analysis of our non-visible, mental world, a single lingua franca cannot be regarded as a neutral instrument, but may more often than not become a conceptual prison. For the humanities the analysis of the conceptual system of a language provides the most reliable access to its culture. For international exchange of results, however, the humanities too have to rely on a suitable lingua franca as language of description as opposed to the language under description.Résumé:Cet article a pour objet la prise en compte du rôle de l’anglais en tant que lingua franca académique, en contraste avec une approche plurilingue de la démarche scientifique, sur la base de quatre perspectives : cognitive, typologique, comparative et spécifique à un domaine. Il est généralement admis qu’il est nécessaire d’appréhender différemment les sciences ‘dures’ des sciences humaines, afin de déterminer quelle stratégie linguistique est la mieux adaptée pour la communication scientifique. Etant donné que les résultats de la recherche scientifique sont transmis dans des langues formelles à l’aide d’une terminologie internationale standardisée, l’emploi unilatéral d’une lingua franca ne pose pas de problèmes, notamment s’il s’agit de phénomènes liés au monde naturel. Par contre, en sciences humaines, et plus particulièrement dans l’analyse du monde non visible, lié à la cognition, une seule lingua franca ne peut être considérée comme un instrument neutre, car elle serait perçue comme un enfermement. En effet, dans le domaine des sciences humaines, l’analyse du système conceptuel d’une langue est le moyen le plus fiable d’accéder à la culture qu’elle véhicule. Cependant, pour partager les résultats et les analyses, même les sciences humaines doivent compter sur une lingua franca appropriée comme moyen de description par opposition à une langue comme objet de description.
{"title":"The role of a single lingua franca in scientific inquiry: Benefits and risks","authors":"E. König","doi":"10.3828/EJLP.2021.4","DOIUrl":"https://doi.org/10.3828/EJLP.2021.4","url":null,"abstract":"Abstract:This paper discusses the role of English as the current lingua franca academica in contrast to a multilingual approach to scientific inquiry on the basis of four perspectives: a cognitive, a typological, a contrastive and a domain-specific one. It is argued that a distinction must be drawn between the natural sciences and the humanities in order to properly assess the potential of either linguistic solution to the problem of scientific communication. To the extent that the results of scientific research are expressed in formal languages and international standardised terminology, the exclusive use of one lingua franca is unproblematic, especially if phenomena of our external world are under consideration. In the humanities, by contrast, especially in the analysis of our non-visible, mental world, a single lingua franca cannot be regarded as a neutral instrument, but may more often than not become a conceptual prison. For the humanities the analysis of the conceptual system of a language provides the most reliable access to its culture. For international exchange of results, however, the humanities too have to rely on a suitable lingua franca as language of description as opposed to the language under description.Résumé:Cet article a pour objet la prise en compte du rôle de l’anglais en tant que lingua franca académique, en contraste avec une approche plurilingue de la démarche scientifique, sur la base de quatre perspectives : cognitive, typologique, comparative et spécifique à un domaine. Il est généralement admis qu’il est nécessaire d’appréhender différemment les sciences ‘dures’ des sciences humaines, afin de déterminer quelle stratégie linguistique est la mieux adaptée pour la communication scientifique. Etant donné que les résultats de la recherche scientifique sont transmis dans des langues formelles à l’aide d’une terminologie internationale standardisée, l’emploi unilatéral d’une lingua franca ne pose pas de problèmes, notamment s’il s’agit de phénomènes liés au monde naturel. Par contre, en sciences humaines, et plus particulièrement dans l’analyse du monde non visible, lié à la cognition, une seule lingua franca ne peut être considérée comme un instrument neutre, car elle serait perçue comme un enfermement. En effet, dans le domaine des sciences humaines, l’analyse du système conceptuel d’une langue est le moyen le plus fiable d’accéder à la culture qu’elle véhicule. Cependant, pour partager les résultats et les analyses, même les sciences humaines doivent compter sur une lingua franca appropriée comme moyen de description par opposition à une langue comme objet de description.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"13 1","pages":"29 - 46"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47883415","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}
Dès son début, la pensée scientifique européenne se méfie de la langue. Elle se veut universelle et, en effet, semble l’être dans son monolinguisme grec ou latin. Mais, avec la découverte des langues vulgaires et des langues du monde et de leurs sémantiques particulières, cet universalisme est en danger. Une nouvelle langue scientifique doit être créée. La philosophie scientifique moderne exige de dépasser la langue naturelle, de transformer les mots en signes.
{"title":"La pensée scientifique contre les langues","authors":"Jürgen Trabant","doi":"10.3828/EJLP.2021.2","DOIUrl":"https://doi.org/10.3828/EJLP.2021.2","url":null,"abstract":"\u0000Dès son début, la pensée scientifique européenne se méfie de la langue. Elle se veut universelle et, en effet, semble l’être dans son monolinguisme grec ou latin. Mais, avec la découverte des langues vulgaires et des langues du monde et de leurs sémantiques particulières, cet universalisme est en danger. Une nouvelle langue scientifique doit être créée. La philosophie scientifique moderne exige de dépasser la langue naturelle, de transformer les mots en signes.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"13 1","pages":"7-16"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48698111","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}
This article raises the question of the conditions for the internationalisation of universities, its links with linguistic practices and its impact on the dynamics of scientific knowledge. First, it questions the notion of internationalisation, defined in a variable manner and affecting both institutions and knowledge. The links between internationalisation and language (non-)choices (monolingual or plurilingual) have been established. They challenge both the governance of universities and the implementation of curricula. Secondly, this article proposes a reflection on three major functions of language and discourse: communication, representation and contextualisation. It shows that policies in favour of monolingualism in science generally favour the function of communication. The importance of these functions varies, moreover, according to the nature of the scientific practices considered, more or less contextualised and more or less central for the development of knowledge. Third, the article looks at a study carried out within the framework of a national research funding agency in a multilingual country. It describes language practices in research evaluation across a variety of disciplines but focuses in particular on the representations of research advisers regarding the links between science and language(s). In conclusion, this article emphasises the importance, for academic institutions, to develop an explicit, socially responsible language policy that is aware of the consequences of decisions made along the entire educational chain.
{"title":"Between internationalising science and multilingualising knowledge","authors":"Laurent Gajo, Gabriela Steffen, Patchareerat Yanaprasart","doi":"10.3828/EJLP.2021.6","DOIUrl":"https://doi.org/10.3828/EJLP.2021.6","url":null,"abstract":"\u0000This article raises the question of the conditions for the internationalisation of universities, its links with linguistic practices and its impact on the dynamics of scientific knowledge. First, it questions the notion of internationalisation, defined in a variable manner and affecting both institutions and knowledge. The links between internationalisation and language (non-)choices (monolingual or plurilingual) have been established. They challenge both the governance of universities and the implementation of curricula. Secondly, this article proposes a reflection on three major functions of language and discourse: communication, representation and contextualisation. It shows that policies in favour of monolingualism in science generally favour the function of communication. The importance of these functions varies, moreover, according to the nature of the scientific practices considered, more or less contextualised and more or less central for the development of knowledge. Third, the article looks at a study carried out within the framework of a national research funding agency in a multilingual country. It describes language practices in research evaluation across a variety of disciplines but focuses in particular on the representations of research advisers regarding the links between science and language(s). In conclusion, this article emphasises the importance, for academic institutions, to develop an explicit, socially responsible language policy that is aware of the consequences of decisions made along the entire educational chain.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"13 1","pages":"75-101"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42904470","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}
Emmanuelle Le Pichon-Vorstman, Hanna Siarova, Eszter Szőnyi
{"title":"The future of language education in Europe: case studies of innovative practices","authors":"Emmanuelle Le Pichon-Vorstman, Hanna Siarova, Eszter Szőnyi","doi":"10.3828/EJLP.2021.7C","DOIUrl":"https://doi.org/10.3828/EJLP.2021.7C","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"13 1","pages":"114 - 120"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43613290","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}
English has achieved a hegemonic position in the field of science and technology and is gaining ground as the means of instruction in higher education. These developments have raised concern in numerous circles about the effects of the reduction of multilingualism in the academic fields, and some authors have warned against a possible scientific diglossia that might reduce all language but English to the status of non-academic languages. In this paper we argue that this approach is insufficient because it misses two fundamental points: on the one hand, it reduces the scientific field to only one of its dimensions, namely publication in scholarly articles, whereas academic life includes many other scholarly activities; on the other hand, the number of academic languages has actually increased in the last decades. Confronting these approaches, we propose to understand the aforementioned evolution in terms of a socioeconomic transformation which has triggered a number of new language choices. Plurilingualism has been a traditional feature of communities with an academic language, and we illustrate this plurilingualism with Catalan, a language that regained the status of academic language in the 1970s and is currently used side by side with Castilian and with English. To finish, some considerations are raised about the risk that English goes beyond its role of academic lingua franca and becomes appropriated as a legitimate vehicle of in-group interaction among members of other communities.
{"title":"The hegemonic position of English in the academic field","authors":"F. X. V. I. Moreno","doi":"10.3828/EJLP.2021.5","DOIUrl":"https://doi.org/10.3828/EJLP.2021.5","url":null,"abstract":"English has achieved a hegemonic position in the field of science and technology and is gaining ground as the means of instruction in higher education. These developments have raised concern in numerous circles about the effects of the reduction of multilingualism in the academic fields, and some authors have warned against a possible scientific diglossia that might reduce all language but English to the status of non-academic languages. In this paper we argue that this approach is insufficient because it misses two fundamental points: on the one hand, it reduces the scientific field to only one of its dimensions, namely publication in scholarly articles, whereas academic life includes many other scholarly activities; on the other hand, the number of academic languages has actually increased in the last decades. Confronting these approaches, we propose to understand the aforementioned evolution in terms of a socioeconomic transformation which has triggered a number of new language choices. Plurilingualism has been a traditional feature of communities with an academic language, and we illustrate this plurilingualism with Catalan, a language that regained the status of academic language in the 1970s and is currently used side by side with Castilian and with English. To finish, some considerations are raised about the risk that English goes beyond its role of academic lingua franca and becomes appropriated as a legitimate vehicle of in-group interaction among members of other communities.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"13 1","pages":"47-73"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45737209","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}
Résumé:Les mathématiques s’apparentent-elles à une langue idéale, tellement univoque et précise que le problème pratique de la traduction d’une langue à une autre ne pose guère de problèmes ? Ce n’est pas si simple si nous considérons toutes les phases de la création mathématique, et non seulement la dernière, qui consiste à formaliser les résultats et par conséquent à atténuer le plus possible l’importance des subtilités linguistiques inhérentes au langage vernaculaire. Nous suggérons le point de vue suivant. Dans les phases antérieures à la formalisation, dans ces moments-clés qui consistent à décrire la situation, à esquisser une voie de solution, à discuter la procédure, à argumenter de la méthode, le plurilinguisme peut offrir une vision stéréoscopique permettant de prendre du recul, d’être plus critiques et de sortir de certains chemins trop balisés dans une langue unique. Pour illustrer cela, nous nous limitons au domaine des mathématiques classiques, où, à l’aide de trois exemples historiques, nous retraçons l’émergence de concepts et d’idées inattendus, émergence favorisée par des approches linguistiques différenciées et par le recul ainsi obtenu.Abstract:Is mathematics akin to an ideal language, so unambiguous and precise that the practical problem of translating from one language to another poses little or no problem? If we consider all the phases of mathematical creation, and not just the final step, it is not so simple. The last phase consists in formalising the results, therefore reducing the important linguistic subtleties of commonly spoken language as much as possible. Prior to formalisation, in these key moments which consist in describing the situation, in sketching out a solution path, in discussing the procedure, in arguing about the method, we suggest that multilingualism offers an additional dimension analogous to the stereoscopic vision of a photograph, allowing to take a step back, to be more critical and to step out of certain too strongly marked paths dictated by a single language. To illustrate this, we limit ourselves to the field of classical mathematics in which, with the help of three well-known historical examples, we trace the emergence of unexpected concepts and ideas, an emergence favoured by differentiated linguistic approaches and by the hindsight thus obtained.
{"title":"Langues et création mathématique","authors":"H. Volken","doi":"10.3828/EJLP.2021.3","DOIUrl":"https://doi.org/10.3828/EJLP.2021.3","url":null,"abstract":"Résumé:Les mathématiques s’apparentent-elles à une langue idéale, tellement univoque et précise que le problème pratique de la traduction d’une langue à une autre ne pose guère de problèmes ? Ce n’est pas si simple si nous considérons toutes les phases de la création mathématique, et non seulement la dernière, qui consiste à formaliser les résultats et par conséquent à atténuer le plus possible l’importance des subtilités linguistiques inhérentes au langage vernaculaire. Nous suggérons le point de vue suivant. Dans les phases antérieures à la formalisation, dans ces moments-clés qui consistent à décrire la situation, à esquisser une voie de solution, à discuter la procédure, à argumenter de la méthode, le plurilinguisme peut offrir une vision stéréoscopique permettant de prendre du recul, d’être plus critiques et de sortir de certains chemins trop balisés dans une langue unique. Pour illustrer cela, nous nous limitons au domaine des mathématiques classiques, où, à l’aide de trois exemples historiques, nous retraçons l’émergence de concepts et d’idées inattendus, émergence favorisée par des approches linguistiques différenciées et par le recul ainsi obtenu.Abstract:Is mathematics akin to an ideal language, so unambiguous and precise that the practical problem of translating from one language to another poses little or no problem? If we consider all the phases of mathematical creation, and not just the final step, it is not so simple. The last phase consists in formalising the results, therefore reducing the important linguistic subtleties of commonly spoken language as much as possible. Prior to formalisation, in these key moments which consist in describing the situation, in sketching out a solution path, in discussing the procedure, in arguing about the method, we suggest that multilingualism offers an additional dimension analogous to the stereoscopic vision of a photograph, allowing to take a step back, to be more critical and to step out of certain too strongly marked paths dictated by a single language. To illustrate this, we limit ourselves to the field of classical mathematics in which, with the help of three well-known historical examples, we trace the emergence of unexpected concepts and ideas, an emergence favoured by differentiated linguistic approaches and by the hindsight thus obtained.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"13 1","pages":"17 - 27"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43927842","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}
Abstract:Language ideological debates are a constant feature of virtually all language contact situations, particularly in contexts of a conflictive nature. In this article, we analyse one recent debate about languages in Catalonia. In April 2016 a group of linguists and language professionals published a manifesto – the Manifest Koiné – that provoked an explosion of opinions in mass-media outlets in the region. In the article, we analyse both the content of the manifesto and the reactions that it sparked. Our analysis shows that in presenting the situation of Catalan in a rather pessimistic light, the manifesto finds itself in line with a long-solidified line of thought in the Catalan language imaginary. At the same time, the negative terms that are used to portray both Spanish and bilingualism in the manifesto are the points that gathered the strongest opposition during the debate. In addition, the single official status for Catalan in an imagined future independent state (the position implicitly endorsed by the manifesto) also was not supported in the debate. We conclude that these results are in line with the changing nature of the language ideological landscape that Catalonia has experienced over the last decades.
{"title":"Language policy and the status of languages in contemporary Catalonia: A public debate","authors":"J. Soler, Iker Erdocia","doi":"10.3828/ejlp.2020.11","DOIUrl":"https://doi.org/10.3828/ejlp.2020.11","url":null,"abstract":"Abstract:Language ideological debates are a constant feature of virtually all language contact situations, particularly in contexts of a conflictive nature. In this article, we analyse one recent debate about languages in Catalonia. In April 2016 a group of linguists and language professionals published a manifesto – the Manifest Koiné – that provoked an explosion of opinions in mass-media outlets in the region. In the article, we analyse both the content of the manifesto and the reactions that it sparked. Our analysis shows that in presenting the situation of Catalan in a rather pessimistic light, the manifesto finds itself in line with a long-solidified line of thought in the Catalan language imaginary. At the same time, the negative terms that are used to portray both Spanish and bilingualism in the manifesto are the points that gathered the strongest opposition during the debate. In addition, the single official status for Catalan in an imagined future independent state (the position implicitly endorsed by the manifesto) also was not supported in the debate. We conclude that these results are in line with the changing nature of the language ideological landscape that Catalonia has experienced over the last decades.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"12 1","pages":"215 - 234"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48551889","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}
Abstract:This paper deals with the role of power and ideology in language policies in Scotland and focuses on how policies promote certain languages whilst disadvantaging others. It investigates pre- and post-devolutionary legislation on language use in Scotland and examines how the role of power in policymaking has changed since the devolution of powers in 1998. Using Tollefson's Historical Structural Analysis (HSA), the paper analyses the historical and structural factors underpinning these changes. Moreover, the paper also uses Critical Discourse Analysis (CDA) to assess how the changes in sociopolitical context are reflected at the textual level.Résumé:Cet article traite du rôle du pouvoir et de l'idéologie dans les politiques linguistiques en Écosse, et se concentre sur la façon dont les politiques promeuvent certaines langues, tout en désavantageant d'autres. Il étudie la législation sur l'utilisation des langues en Écosse avant et après la dévolution, et examine comment le rôle du pouvoir dans l'élaboration des politiques a changé depuis la dévolution des pouvoirs en 1998. À l'aide de l'analyse structurelle historique (HSA) de Tollefson, le document analyse les facteurs historiques et structuraux qui sous-tendent ces changements. En outre, le document utilise l'analyse critique du discours (CDA) pour évaluer comment les changements dans le contexte sociopolitique se reflètent au niveau des textes.
摘要:本文讨论了权力和意识形态在苏格兰语言政策中的作用，并重点讨论了政策如何促进某些语言的发展，同时不利于其他语言的发展。它调查了苏格兰在权力下放前和权力下放后的语言使用立法，并研究了自1998年权力下放以来，权力在政策制定中的作用是如何变化的。本文运用托勒夫森的历史结构分析(HSA)，分析了支撑这些变化的历史和结构因素。此外，本文还运用批判性话语分析(CDA)来评估社会政治语境的变化是如何在语篇层面上反映出来的。1 .关于“trite du rôle du pouvoir et de l' idsamologie dles politiques linguistiques en Écosse”这一条款，即“let se concentre sur la farsion not les politiques promotes某些语言，tout en dsamuant d'autres”。我们将研究关于)和关于············的《关于···············》的评论，并审查1998年关于《························À l'aide de l'analyse structurelle historque (HSA) de Tollefson, le document分析les factors historiques和structuraux quous - trend ces的变化。总之，我们的文件利用“话语分析批评”(CDA)，对变化的社会政治背景进行评价，并对新文本进行反思。
{"title":"Power, ideology and language policies in Scotland","authors":"Abhimanyu Sharma","doi":"10.3828/ejlp.2020.9","DOIUrl":"https://doi.org/10.3828/ejlp.2020.9","url":null,"abstract":"Abstract:This paper deals with the role of power and ideology in language policies in Scotland and focuses on how policies promote certain languages whilst disadvantaging others. It investigates pre- and post-devolutionary legislation on language use in Scotland and examines how the role of power in policymaking has changed since the devolution of powers in 1998. Using Tollefson's Historical Structural Analysis (HSA), the paper analyses the historical and structural factors underpinning these changes. Moreover, the paper also uses Critical Discourse Analysis (CDA) to assess how the changes in sociopolitical context are reflected at the textual level.Résumé:Cet article traite du rôle du pouvoir et de l'idéologie dans les politiques linguistiques en Écosse, et se concentre sur la façon dont les politiques promeuvent certaines langues, tout en désavantageant d'autres. Il étudie la législation sur l'utilisation des langues en Écosse avant et après la dévolution, et examine comment le rôle du pouvoir dans l'élaboration des politiques a changé depuis la dévolution des pouvoirs en 1998. À l'aide de l'analyse structurelle historique (HSA) de Tollefson, le document analyse les facteurs historiques et structuraux qui sous-tendent ces changements. En outre, le document utilise l'analyse critique du discours (CDA) pour évaluer comment les changements dans le contexte sociopolitique se reflètent au niveau des textes.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"12 1","pages":"163 - 191"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45557424","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}
Abstract:Intercultural communication is a fundamental aspect in EFL classrooms since language teaching (LT) classrooms have tended to provide learners with environments to improve their cultural awareness and intercultural communication in the academic discourses. Researches of both spoken and written discourses have demonstrated that linguistic phenomena are related to their society and culture. The present paper is concerned with the impact of using collaborative technologies to create a relaxed and open atmosphere for language learning, increase retention of cultural background knowledge and stimulate both creative and critical thinking during language classrooms at Kazakh Ablai Khan University of International Relations and World Languages. This paper outlines the culture-aware collaborative technologies founded on task-based approach within a discourse view of language, culture and communication, and presents the findings on how those culturally sensitive communication tasks in foreign-language teaching can influence people to succeed in collaboration with the target language users in a sociocultural context. The initiatives to create an intercultural environment and encourage effective intercultural collaboration in EFL classrooms has a positive impact on language learners' personal and professional development, with greater understanding of social and cultural issues, ethical awareness and intercultural communication.Résumé:La communication interculturelle est un aspect fondamental dans les salles de classe d'anglais langue étrangère (EFL) puisque les salles de classe d'enseignement des langues ont eu tendance à fournir aux apprenants des environnements pour améliorer leur conscience culturelle et la communication interculturelle dans les discours académiques. Les recherches sur les discours parlés et écrits ont démontré que les phénomènes linguistiques sont liés à leur société et à leur culture. Le présent article s'intéresse à l'impact de l'utilisation de technologies collaboratives pour créer une atmosphère détendue et ouverte pour l'apprentissage des langues, accroître la rétention des connaissances culturelles et stimuler la pensée créative et critique lors des cours de langue à l'Université kazakhe Ablai Khan des relations internationales et des langues du monde. Cet article décrit les technologies collaboratives, sensibles à la culture, fondées sur une approche basée sur les tâches dans une vision discursive de la langue, de la culture et de la communication. Il présente les résultats sur la façon dont ces tâches de communication culturellement sensibles dans l'enseignement des langues étrangères peuvent influencer les gens à réussir en collaboration avec les utilisateurs de langues cibles dans un contexte socioculturel. Les initiatives visant à créer un environnement interculturel et à encourager une collaboration interculturelle efficace dans les salles de classe EFL ont un impact positif sur le développement personnel et professi
{"title":"Developing Kazakh students' intercultural awareness and communication through collaborative technologies","authors":"Perizat Yelubayeva, A. Mustafina","doi":"10.3828/ejlp.2020.12","DOIUrl":"https://doi.org/10.3828/ejlp.2020.12","url":null,"abstract":"Abstract:Intercultural communication is a fundamental aspect in EFL classrooms since language teaching (LT) classrooms have tended to provide learners with environments to improve their cultural awareness and intercultural communication in the academic discourses. Researches of both spoken and written discourses have demonstrated that linguistic phenomena are related to their society and culture. The present paper is concerned with the impact of using collaborative technologies to create a relaxed and open atmosphere for language learning, increase retention of cultural background knowledge and stimulate both creative and critical thinking during language classrooms at Kazakh Ablai Khan University of International Relations and World Languages. This paper outlines the culture-aware collaborative technologies founded on task-based approach within a discourse view of language, culture and communication, and presents the findings on how those culturally sensitive communication tasks in foreign-language teaching can influence people to succeed in collaboration with the target language users in a sociocultural context. The initiatives to create an intercultural environment and encourage effective intercultural collaboration in EFL classrooms has a positive impact on language learners' personal and professional development, with greater understanding of social and cultural issues, ethical awareness and intercultural communication.Résumé:La communication interculturelle est un aspect fondamental dans les salles de classe d'anglais langue étrangère (EFL) puisque les salles de classe d'enseignement des langues ont eu tendance à fournir aux apprenants des environnements pour améliorer leur conscience culturelle et la communication interculturelle dans les discours académiques. Les recherches sur les discours parlés et écrits ont démontré que les phénomènes linguistiques sont liés à leur société et à leur culture. Le présent article s'intéresse à l'impact de l'utilisation de technologies collaboratives pour créer une atmosphère détendue et ouverte pour l'apprentissage des langues, accroître la rétention des connaissances culturelles et stimuler la pensée créative et critique lors des cours de langue à l'Université kazakhe Ablai Khan des relations internationales et des langues du monde. Cet article décrit les technologies collaboratives, sensibles à la culture, fondées sur une approche basée sur les tâches dans une vision discursive de la langue, de la culture et de la communication. Il présente les résultats sur la façon dont ces tâches de communication culturellement sensibles dans l'enseignement des langues étrangères peuvent influencer les gens à réussir en collaboration avec les utilisateurs de langues cibles dans un contexte socioculturel. Les initiatives visant à créer un environnement interculturel et à encourager une collaboration interculturelle efficace dans les salles de classe EFL ont un impact positif sur le développement personnel et professi","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"12 1","pages":"235 - 255"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46777061","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}
Abstract:This article offers a first mapping of the issues raised in recent discussions concerning languages in relation to the coronavirus crisis. It reviews early contributions by scholars along with material from magazines, newspapers, online publications, blogs, official documents and other sources. It identifies broad areas of interest for languages and sketches some of the issues which are likely to emerge as needing sustained investigation.Résumé:Cet article propose une première mise en ordre des questions soulevées dans les discussions récents concernant les langues en relation avec la crise du coronavirus. Il passe en revue les premières contributions des universitaires ainsi que des documents provenant de magazines, journaux, publications en ligne, blogs, documents officiels et autres sources. Il identifie de vastes domaines d'intérêt pour les langues et esquisse certains des problèmes susceptibles d'émerger comme nécessitant une enquête soutenue.
{"title":"Languages and the coronavirus crisis","authors":"M. Kelly","doi":"10.3828/ejlp.2020.13","DOIUrl":"https://doi.org/10.3828/ejlp.2020.13","url":null,"abstract":"Abstract:This article offers a first mapping of the issues raised in recent discussions concerning languages in relation to the coronavirus crisis. It reviews early contributions by scholars along with material from magazines, newspapers, online publications, blogs, official documents and other sources. It identifies broad areas of interest for languages and sketches some of the issues which are likely to emerge as needing sustained investigation.Résumé:Cet article propose une première mise en ordre des questions soulevées dans les discussions récents concernant les langues en relation avec la crise du coronavirus. Il passe en revue les premières contributions des universitaires ainsi que des documents provenant de magazines, journaux, publications en ligne, blogs, documents officiels et autres sources. Il identifie de vastes domaines d'intérêt pour les langues et esquisse certains des problèmes susceptibles d'émerger comme nécessitant une enquête soutenue.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"12 1","pages":"257 - 270"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46509159","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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