To write an article on Seamus Heaney (1939-2014) might be a venture, given the many contributions to this field. Seamus Heaney's poetic career (1966-2010) went in search of answers to questions that were raised out of a preoccupation with the notion of selfhood. On the other hand, in the early modern period, certain thinkers associated with para-scientific literature confidently proclaim a vulnerable theory of selfhood which raises questions about the authenticity of the western traditional and classical understandings of the self. This study argues that Heaney's approach to poetry constructs a theory of the self which can be read as a revision of the illegitimate conception of humanity proposed in the twentieth century, one which has a continuing effect on contemporary thought, and makes the common-sense experience of the reality we live in both more widely understood and acknowledged.
{"title":"\"SEAMUS HEANEY'S POETRY AND THE MODERN SELF: A CONSCIOUSNESS RISING ON BEHALF OF UNPOPULAR IDEAS\"","authors":"Sanaz Bayat","doi":"10.31902/fll.40.2022.5","DOIUrl":"https://doi.org/10.31902/fll.40.2022.5","url":null,"abstract":"To write an article on Seamus Heaney (1939-2014) might be a venture, given the many contributions to this field. Seamus Heaney's poetic career (1966-2010) went in search of answers to questions that were raised out of a preoccupation with the notion of selfhood. On the other hand, in the early modern period, certain thinkers associated with para-scientific literature confidently proclaim a vulnerable theory of selfhood which raises questions about the authenticity of the western traditional and classical understandings of the self. This study argues that Heaney's approach to poetry constructs a theory of the self which can be read as a revision of the illegitimate conception of humanity proposed in the twentieth century, one which has a continuing effect on contemporary thought, and makes the common-sense experience of the reality we live in both more widely understood and acknowledged.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516680","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}
Times of crisis seem to stimulate the word formation potential of languages as shown in past research e.g. Trümmerfrau, Kristallnacht, Anschluss, hamstern in World War II. The present study, based on language change during the Covid19 pandemic, contributes to previous studies in this domain, whereby the behavior of mankind in times of crisis is proven to be universal over the centuries. The neologisms (completely new words, new meanings of already existing words) analysed in this paper, are terms for person/group reference reflecting a specific behaviour brought on during the COVID-19 crisis. Most of these neologisms, primarily consisting of a wider range of compounds, may pass the test of usage and be included permanently into the German lexicon. Other types of neologisms may only be used occasionally. Also, it might be worth mentioning that the inclusion of certain excerpts in the German lexicon has been verified by Duden online.
{"title":"VERBALIZATION OF COVID-19 PANDEMIC-RELATED CONCEPTS: NEOLOGISM POTENTIAL OF THE GERMAN LANGUAGE","authors":"S. Simoska","doi":"10.31902/fll.40.2022.14","DOIUrl":"https://doi.org/10.31902/fll.40.2022.14","url":null,"abstract":"Times of crisis seem to stimulate the word formation potential of languages as shown in past research e.g. Trümmerfrau, Kristallnacht, Anschluss, hamstern in World War II. The present study, based on language change during the Covid19 pandemic, contributes to previous studies in this domain, whereby the behavior of mankind in times of crisis is proven to be universal over the centuries. The neologisms (completely new words, new meanings of already existing words) analysed in this paper, are terms for person/group reference reflecting a specific behaviour brought on during the COVID-19 crisis. Most of these neologisms, primarily consisting of a wider range of compounds, may pass the test of usage and be included permanently into the German lexicon. Other types of neologisms may only be used occasionally. Also, it might be worth mentioning that the inclusion of certain excerpts in the German lexicon has been verified by Duden online.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765743","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 focuses on Katherine Anne Porter’s semiautobiographical modernist novella Pale Horse, Pale Rider, a rare example of literature with a direct reference to the Spanish flu pandemic during the World War I. The article first provides a brief overview of critical approaches to the novella, situating it in the literary plague canon, then focuses on the war and the pandemic as the external factors that are not shown only to change the face of the society, but also to deeply affect people’s minds. As the main protagonist Miranda falls ill with the influenza and enters a strenuous combat with the disease, the reader gains access to her subconscious through a series of dreams and deliriums that Miranda experiences during her illness. These will be analysed using Bion’s theory of dreams to show that they present Miranda’s affective response to the external reality as well as her capacity to digest the previously indigested emotions.
{"title":"TORTURED CITY TORTURED MIND: THE CONTINUOUS INTERPLAY OF INDIVIDUAL (SUB)CONSCIOUSNESS AND EXTERNAL EVENTS IN K. A. PORTER’S PALE HORSE, PALE RIDER","authors":"Olivera Kusovac, Tjaša Mohar","doi":"10.31902/fll.40.2022.8","DOIUrl":"https://doi.org/10.31902/fll.40.2022.8","url":null,"abstract":"This article focuses on Katherine Anne Porter’s semiautobiographical modernist novella Pale Horse, Pale Rider, a rare example of literature with a direct reference to the Spanish flu pandemic during the World War I. The article first provides a brief overview of critical approaches to the novella, situating it in the literary plague canon, then focuses on the war and the pandemic as the external factors that are not shown only to change the face of the society, but also to deeply affect people’s minds. As the main protagonist Miranda falls ill with the influenza and enters a strenuous combat with the disease, the reader gains access to her subconscious through a series of dreams and deliriums that Miranda experiences during her illness. These will be analysed using Bion’s theory of dreams to show that they present Miranda’s affective response to the external reality as well as her capacity to digest the previously indigested emotions.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48968765","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}
Even for those who do not work directly in the field of languages, the Council of Europe and its language policies have had a significant and wide-ranging influence on the lives of millions of Europeans since the end of the Second World War. In her first monograph, Les langues en débat dans une Europe en projet [Language debates in the making of Europe], the sociolinguist Zorana Sokolovska, assistant professor at the University of Fribourg in Switzerland, delves into the relevant supranational debates and discussions that have shaped the Council of Europe and its language policies between 1949 and 2008. In addition to using sociolinguistic approaches, Sokolovska also integrates insights from anthropology and discourse analysis to highlight the fundamental role that the Council of Europe has played in creating and promoting a common European identity through the prisms of language and plurilingualism. Separated into six chapters, together with an introduction and conclusion, the book is based on the author’s doctoral thesis, which received the 2017 dissertation prize awarded by the European Parliamentary Association.
{"title":"ZORANA SOKOLOVSKA: LES LANGUES EN DÉBAT DANS UNE EUROPE EN PROJET","authors":"Antony Hoyte-West","doi":"10.31902/fll.40.2022.21","DOIUrl":"https://doi.org/10.31902/fll.40.2022.21","url":null,"abstract":"Even for those who do not work directly in the field of languages, the Council of Europe and its language policies have had a significant and wide-ranging influence on the lives of millions of Europeans since the end of the Second World War. In her first monograph, Les langues en débat dans une Europe en projet [Language debates in the making of Europe], the sociolinguist Zorana Sokolovska, assistant professor at the University of Fribourg in Switzerland, delves into the relevant supranational debates and discussions that have shaped the Council of Europe and its language policies between 1949 and 2008. In addition to using sociolinguistic approaches, Sokolovska also integrates insights from anthropology and discourse analysis to highlight the fundamental role that the Council of Europe has played in creating and promoting a common European identity through the prisms of language and plurilingualism. Separated into six chapters, together with an introduction and conclusion, the book is based on the author’s doctoral thesis, which received the 2017 dissertation prize awarded by the European Parliamentary Association.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807507","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 studies interesting print advertisements, i.e., those with intriguing pictures, which are viewed here as types of multimodal discourse with an implicit transfer of meaning. It proposes that the advertisements have a unique surface structure, involving concise verbal and unexpected visual elements in interaction, which at the cognitive level prompt multimodal metaphors and metonymies used for inferring meaning. The aims are 1) to show that the intended meaning mainly stems from the interaction of two modes, i.e., language and picture, 2) to specify the dominating types of verbo-visual interaction, and 3) to point to the use of multimodal metaphor and metonymy as the main cognitive structures underlying the carefully designed structure of creative advertisements. Five common types of verbo-visual interaction are identified, whereby surface, i.e., verbo-visual and cognitive dimensions in creating meaning are unified. The specified types of verbal and visual elements in interaction are based on the notion of the level of verbal figurativeness and the visual creative continuum, rather than the notion of rhetorical figures. The article detects the typical functions of multimodal metaphor and metonymy and particularly stresses the role of multimodal metonymy in interaction with multimodal metaphor and the RESULT FOR ACTION multimodal metonymy. It is proposed that the picture acts as an attention-grabber, but that meaning inference results from the interaction of the language and the picture, i.e., multimodality.
{"title":"LANGUAGE-PICTURE INTERACTION IN ADVERTISEMENTS: A MULTIMODAL APPROACH","authors":"Sonja Filipović Kovačević Filipović Kovačević","doi":"10.31902/fll.40.2022.12","DOIUrl":"https://doi.org/10.31902/fll.40.2022.12","url":null,"abstract":"This article studies interesting print advertisements, i.e., those with intriguing pictures, which are viewed here as types of multimodal discourse with an implicit transfer of meaning. It proposes that the advertisements have a unique surface structure, involving concise verbal and unexpected visual elements in interaction, which at the cognitive level prompt multimodal metaphors and metonymies used for inferring meaning. The aims are 1) to show that the intended meaning mainly stems from the interaction of two modes, i.e., language and picture, 2) to specify the dominating types of verbo-visual interaction, and 3) to point to the use of multimodal metaphor and metonymy as the main cognitive structures underlying the carefully designed structure of creative advertisements. Five common types of verbo-visual interaction are identified, whereby surface, i.e., verbo-visual and cognitive dimensions in creating meaning are unified. The specified types of verbal and visual elements in interaction are based on the notion of the level of verbal figurativeness and the visual creative continuum, rather than the notion of rhetorical figures. The article detects the typical functions of multimodal metaphor and metonymy and particularly stresses the role of multimodal metonymy in interaction with multimodal metaphor and the RESULT FOR ACTION multimodal metonymy. It is proposed that the picture acts as an attention-grabber, but that meaning inference results from the interaction of the language and the picture, i.e., multimodality.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45752417","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 paper, foreign language textbooks are interpreted from a social constructivist perspective, as sociocultural products that contain not only specific subject knowledge, but also social norms, cultural values and ideologies (Curdt-Christiansen 2). From the point of view of critical discourse analysis ideology is a construct based upon assumptions and beliefs that reinforce, reproduce and legitimate asymmetrical power relations between different social groups. In line with this, we employ CDA to examine the presence of patriarchal ideologies in the depiction of the private sphere in a corpus composed of five textbooks of Italian as a Foreign Language and four textbooks of Serbian as a Foreign Language. Since the issue of patriarchal legacy in FL textbooks in previous research is primarily addressed in relation to English FL textbooks, one of the objectives of the present study is to shed a light on Italian FL textbooks that are insufficiently explored, and to compare them to Serbian FL textbooks, that are especially relevant as they were until now never approached from the perspective of gender. All the textbooks are employed in the specific educational context of foreign language teaching and learning in the post-secondary education in Republika Srpska, Bosnia and Herzegovina. The importance of the critical analysis of FL textbooks is emphasized because foreign language acquisition includes not only the development of communicative competence in the target language, but also represents a complex process of acculturation, during which students learn and incorporate the cultural values and customs of other countries. In this vein, we argue that FL textbooks used in class should not contain outdated gender stereotypes that convey the message that Italy and Serbia are places where patriarchal cultural values and inequalities are commonly accepted as undisputed societal norms; instead, it is argued that textbooks should promote a more emancipatory discourse and support the transformation of traditional gender roles that has occurred in the past decades in both Serbian and Italian society.
{"title":"THE (DE)CONSTRUCTION OF PATRIARCHAL VALUES IN TEXTBOOKS: A COMPARATIVE STUDY OF ITALIAN AS A FOREIGN LANGUAGE AND SERBIAN AS A FOREIGN LANGUAGE TEXTBOOKS","authors":"Nataša D. Vučenović","doi":"10.31902/fll.40.2022.19","DOIUrl":"https://doi.org/10.31902/fll.40.2022.19","url":null,"abstract":"In this paper, foreign language textbooks are interpreted from a social constructivist perspective, as sociocultural products that contain not only specific subject knowledge, but also social norms, cultural values and ideologies (Curdt-Christiansen 2). From the point of view of critical discourse analysis ideology is a construct based upon assumptions and beliefs that reinforce, reproduce and legitimate asymmetrical power relations between different social groups. In line with this, we employ CDA to examine the presence of patriarchal ideologies in the depiction of the private sphere in a corpus composed of five textbooks of Italian as a Foreign Language and four textbooks of Serbian as a Foreign Language. Since the issue of patriarchal legacy in FL textbooks in previous research is primarily addressed in relation to English FL textbooks, one of the objectives of the present study is to shed a light on Italian FL textbooks that are insufficiently explored, and to compare them to Serbian FL textbooks, that are especially relevant as they were until now never approached from the perspective of gender. All the textbooks are employed in the specific educational context of foreign language teaching and learning in the post-secondary education in Republika Srpska, Bosnia and Herzegovina. The importance of the critical analysis of FL textbooks is emphasized because foreign language acquisition includes not only the development of communicative competence in the target language, but also represents a complex process of acculturation, during which students learn and incorporate the cultural values and customs of other countries. In this vein, we argue that FL textbooks used in class should not contain outdated gender stereotypes that convey the message that Italy and Serbia are places where patriarchal cultural values and inequalities are commonly accepted as undisputed societal norms; instead, it is argued that textbooks should promote a more emancipatory discourse and support the transformation of traditional gender roles that has occurred in the past decades in both Serbian and Italian society.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41690418","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}
Modernist writers such as Katherine Anne Porter were preoccupied with primitivism as opposed to the technological achievements of contemporary society. The deep fascination of the modernists with primitivist tendencies relies mainly on the relationship between art and everyday life, as well as on their desire to escape modern civilization and become one with nature. Aesthetic primitivism based on the artistic expression of the Mexican Indians captured Porter’s attention during her literary career. This article explores the idea of primitivism and civilization in the short stories “María Concepción” and “Virgin Violeta” by Porter. It also traces the influence of Mexico on both the author’s artistic development and her comprehension of the concepts of the primitive and the modern. Focusing on two protagonists, María Concepción and Violeta, as the characters who approach the old and the new in different ways, the article argues that the effects that modern civilization exerts on the human mind can be dramatic. Both heroines seek refuge from the problems in their innermost selves, but only María Concepción embraces primitivism as a way of life. Porter’s emphasis on primitivism can be interpreted as either a means of self-distancing from the prescribed standards of behavior or of following natural instincts.
{"title":"THE CONFLICT BETWEEN PRIMITIVISM AND CIVILIZATION IN KATHERINE ANNE PORTER’S CHARACTERS MARÍA CONCEPCIÓN AND VIOLETA","authors":"Dijana Mirković","doi":"10.31902/fll.40.2022.6","DOIUrl":"https://doi.org/10.31902/fll.40.2022.6","url":null,"abstract":"Modernist writers such as Katherine Anne Porter were preoccupied with primitivism as opposed to the technological achievements of contemporary society. The deep fascination of the modernists with primitivist tendencies relies mainly on the relationship between art and everyday life, as well as on their desire to escape modern civilization and become one with nature. Aesthetic primitivism based on the artistic expression of the Mexican Indians captured Porter’s attention during her literary career. This article explores the idea of primitivism and civilization in the short stories “María Concepción” and “Virgin Violeta” by Porter. It also traces the influence of Mexico on both the author’s artistic development and her comprehension of the concepts of the primitive and the modern. Focusing on two protagonists, María Concepción and Violeta, as the characters who approach the old and the new in different ways, the article argues that the effects that modern civilization exerts on the human mind can be dramatic. Both heroines seek refuge from the problems in their innermost selves, but only María Concepción embraces primitivism as a way of life. Porter’s emphasis on primitivism can be interpreted as either a means of self-distancing from the prescribed standards of behavior or of following natural instincts.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46157966","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 paper reveals the results of a small-scale pilot study of the effects of a flipped classroom (FC) model, applied in higher education, with Year IV students of English Language and Literature at the Faculty of Philology of the University of Banja Luka. Students’ perceptions of their engagement, motivation and satisfaction with a flipped approach to learning in one of their major subjects, English Language Teaching Methods 2, were explored. Four, out of twelve, lectures were flipped as an experiment, in the winter semester of the 2015/2016 academic year, and the students were later surveyed to hear their perceptions of flipped versus traditional lectures, after the term had finished and they had passed the final exam of the subject in question. Students’ comments from the post-semester survey, consisting of a 5-point Likert scale and interview questions, were examined critically and compared with personal, after-class teacher notes. The results show that these students were open and very positive towards the new approach to the organization of lectures. Although the students expressed some skepticism towards a total replacement of the lecture format with the FC model, they acknowledged a higher level of satisfaction, engagement, collaboration, motivation and autonomy than they experienced in traditional lectures. Therefore, they recommend its implementation in a tertiary education context. Our conclusions suggest the future elaboration of the FC approach, its more frequent application in higher education and identifies avenues for further research.
{"title":"STUDENTS’ PERCEPTIONS OF THE FLIPPED CLASSROOM APPROACH IN TERTIARY EFL EDUCATION: A CASE STUDY FROM BANJA LUKA","authors":"Sanja Josifović-Elezović","doi":"10.31902/fll.40.2022.18","DOIUrl":"https://doi.org/10.31902/fll.40.2022.18","url":null,"abstract":"This paper reveals the results of a small-scale pilot study of the effects of a flipped classroom (FC) model, applied in higher education, with Year IV students of English Language and Literature at the Faculty of Philology of the University of Banja Luka. Students’ perceptions of their engagement, motivation and satisfaction with a flipped approach to learning in one of their major subjects, English Language Teaching Methods 2, were explored. Four, out of twelve, lectures were flipped as an experiment, in the winter semester of the 2015/2016 academic year, and the students were later surveyed to hear their perceptions of flipped versus traditional lectures, after the term had finished and they had passed the final exam of the subject in question. Students’ comments from the post-semester survey, consisting of a 5-point Likert scale and interview questions, were examined critically and compared with personal, after-class teacher notes. The results show that these students were open and very positive towards the new approach to the organization of lectures. Although the students expressed some skepticism towards a total replacement of the lecture format with the FC model, they acknowledged a higher level of satisfaction, engagement, collaboration, motivation and autonomy than they experienced in traditional lectures. Therefore, they recommend its implementation in a tertiary education context. Our conclusions suggest the future elaboration of the FC approach, its more frequent application in higher education and identifies avenues for further research.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44524912","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 paper examines the speech of Albanian students who are highly exposed to English. They are educated in international schools at the primary and secondary level, with English as their medium of instruction. However, they reside in an otherwise monolingual society with the majority of the population speaking Albanian. Among other bilingual phenomena, code-switching is examined in terms of whether and how much it occurs in their naturalistic speech. The initial hypothesis expressed at the outset was that code-switching is a prevalent linguistic behavior among Albanian bilingual students observed in informal environments within international schools. Furthermore, while Albanian remains their primary language, English insertions within an Albanian syntactic frame are common. The data gathered from the students through participant systematic observation reveal that the Albanian language is influenced by English. Students are noticed to switch back and forth between English and Albanian. But this varies among different age groups under investigation as proven by quantitative analysis. Furthermore, in terms of structure, Albanian set the morpho-syntactic frame of the mixed clause, while English is the embedded language inserted within an Albanian clause.
{"title":"CODE-SWITCHING IN THE INTERNATIONAL SCHOOLS OF PRISHTINA: A STUDY OF ALBANIAN/ENGLISH BILINGUALISM","authors":"Festa Shabani, Shkumbin Munishi, Milote Sadiku","doi":"10.31902/fll.40.2022.20","DOIUrl":"https://doi.org/10.31902/fll.40.2022.20","url":null,"abstract":"This paper examines the speech of Albanian students who are highly exposed to English. They are educated in international schools at the primary and secondary level, with English as their medium of instruction. However, they reside in an otherwise monolingual society with the majority of the population speaking Albanian. Among other bilingual phenomena, code-switching is examined in terms of whether and how much it occurs in their naturalistic speech. The initial hypothesis expressed at the outset was that code-switching is a prevalent linguistic behavior among Albanian bilingual students observed in informal environments within international schools. Furthermore, while Albanian remains their primary language, English insertions within an Albanian syntactic frame are common. The data gathered from the students through participant systematic observation reveal that the Albanian language is influenced by English. Students are noticed to switch back and forth between English and Albanian. But this varies among different age groups under investigation as proven by quantitative analysis. Furthermore, in terms of structure, Albanian set the morpho-syntactic frame of the mixed clause, while English is the embedded language inserted within an Albanian clause.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45116890","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}
The aim of this study was to investigate the application of the 5E Learning Model (Engage-Explore-Explain-Elaborate-Evaluate) among university teachers, to understand how teachers deliver each ‘E’ phase at the Faculty of Education, and to evaluate whether they pay similar attention to all phases. The sample of the study consisted of 139 university students who responded to a standardized online questionnaire regarding the 5E Learning Model. The results revealed that all phases of the 5E Model were covered while teaching the tertiary level students; however, the initial phase, the engagement phase, was paid less attention compared to the other ‘E’ phases. The students also considered that most activities were performed in the exploration and explanation phase, reasoning that they are hands-on phases. Although all phases of the 5E Model were demonstrated while teaching, the conclusion is that not all are similarly distributed. The study recommends that the same attention should be paid to all phases of the 5E Learning Model. The practice and implementation of each phase while teaching and learning helps develop life-long learning and teaching skills. Thus, it should be thoroughly introduced, explained and revised for the purpose of its further appropriate and easy application by the students at the Faculty of Education in their future teaching.
{"title":"ENHANCING THE 5E LEARNING MODEL (ENGAGEEXPLORE-EXPLAIN-ELABORATE-EVALUATE) AMONG UNIVERSITY STUDENTS IN KOSOVO","authors":"Edita Bekteshi, Eliza Avdiu, Brikena Xhaferi","doi":"10.31902/fll.40.2022.17","DOIUrl":"https://doi.org/10.31902/fll.40.2022.17","url":null,"abstract":"The aim of this study was to investigate the application of the 5E Learning Model (Engage-Explore-Explain-Elaborate-Evaluate) among university teachers, to understand how teachers deliver each ‘E’ phase at the Faculty of Education, and to evaluate whether they pay similar attention to all phases. The sample of the study consisted of 139 university students who responded to a standardized online questionnaire regarding the 5E Learning Model. The results revealed that all phases of the 5E Model were covered while teaching the tertiary level students; however, the initial phase, the engagement phase, was paid less attention compared to the other ‘E’ phases. The students also considered that most activities were performed in the exploration and explanation phase, reasoning that they are hands-on phases. Although all phases of the 5E Model were demonstrated while teaching, the conclusion is that not all are similarly distributed. The study recommends that the same attention should be paid to all phases of the 5E Learning Model. The practice and implementation of each phase while teaching and learning helps develop life-long learning and teaching skills. Thus, it should be thoroughly introduced, explained and revised for the purpose of its further appropriate and easy application by the students at the Faculty of Education in their future teaching.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47138448","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：