Sylwia Kossakowska-Pisarek, R. Siddall, Małgorzata Świerk
Summary Mediation is a novel concept in language teaching and learning, and the needs and attitudes of language teachers towards it are largely unexplored. This article provides a brief overview of European language policy and discusses the action-oriented approach in the context of this paradigm shift in language learning and teaching. Finally, an exploratory study is presented that examined the needs and attitudes of language teachers from four European universities regarding mediation, as it has been formulated in the Common European Framework of Reference (CEFR) (Council of Europe, 2001) and redefined in the CEFR Companion Volume with New Descriptors (Council of Europe, 2018). The participating teachers were from the language centres of Charles University in the Czech Republic, Vytautas Magnus University in Lithuania, the University of Helsinki in Finland, and the University of Warsaw in Poland. The study survey measured the strength of (dis)agreement of the teachers with 12 statements concerning various aspects of mediation in the context of their teaching practice. These related to understanding what mediation is and its importance, mediating a text, mediating concepts, mediating communication, and mediation strategies. In addition, two open questions concerned the practice of promoting multilingual and intercultural education and the needs of teachers in the area of mediation. Although the vast majority of the 79 participating teachers (91%) agreed that mediation is vital in language learning and teaching, only a third of them claimed that they understood the concept. Furthermore, the findings indicate that some aspects of mediation are more challenging for the teachers to embrace than others and that some fundamental aspects of mediation do not seem to be part of the current teaching practice of all teachers. Overall, the present study confirmed some of the challenges with the implementation of the CEFR into teaching practice at the higher education level.
{"title":"Mediation: Teachers’ Attitudes and Perceptions of Needs at European Universities in the Context of Eu Language Policy","authors":"Sylwia Kossakowska-Pisarek, R. Siddall, Małgorzata Świerk","doi":"10.2478/sm-2022-0006","DOIUrl":"https://doi.org/10.2478/sm-2022-0006","url":null,"abstract":"Summary Mediation is a novel concept in language teaching and learning, and the needs and attitudes of language teachers towards it are largely unexplored. This article provides a brief overview of European language policy and discusses the action-oriented approach in the context of this paradigm shift in language learning and teaching. Finally, an exploratory study is presented that examined the needs and attitudes of language teachers from four European universities regarding mediation, as it has been formulated in the Common European Framework of Reference (CEFR) (Council of Europe, 2001) and redefined in the CEFR Companion Volume with New Descriptors (Council of Europe, 2018). The participating teachers were from the language centres of Charles University in the Czech Republic, Vytautas Magnus University in Lithuania, the University of Helsinki in Finland, and the University of Warsaw in Poland. The study survey measured the strength of (dis)agreement of the teachers with 12 statements concerning various aspects of mediation in the context of their teaching practice. These related to understanding what mediation is and its importance, mediating a text, mediating concepts, mediating communication, and mediation strategies. In addition, two open questions concerned the practice of promoting multilingual and intercultural education and the needs of teachers in the area of mediation. Although the vast majority of the 79 participating teachers (91%) agreed that mediation is vital in language learning and teaching, only a third of them claimed that they understood the concept. Furthermore, the findings indicate that some aspects of mediation are more challenging for the teachers to embrace than others and that some fundamental aspects of mediation do not seem to be part of the current teaching practice of all teachers. Overall, the present study confirmed some of the challenges with the implementation of the CEFR into teaching practice at the higher education level.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"129 - 153"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44863663","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}
Summary The cartographic and historiographic traditions interpreting the Greek toponym Erythra Thalassa indicate this expression could designate several water basins in classical historiography, though it is usually rendered univocally as the Red Sea. This research applies cognitive semantics to the history of geography to retrieve the encyclopaedic meaning of the term erythros in relation to its dictionary meaning “red”. Computationally generated lists of frequency from about 50 ancient Greek and Latin oeuvres denote a predominant toponymic use of the term and a fixed collocation in conjunction with thalassa “sea”. Additional statistical data extrapolated from the Septuagint and the Greek New Testament reveal the tendency in the biblical tradition to use exclusively the inflected form erythra in fully fixed collocations with the term thalassa. The paper finds out that the specific shade of red denoted by erythors has been used since the seventh century BCE in a number of other toponyms and ethnonyms to convey the conceptual meaning of “southern”. To comparatively verify this hypothesis, several Greek toponyms incorporating the term leukos – “white” or “western” – are discussed in relation to their relative position in the oikumene. Based on comparative chronologies and diatopic attestations of the phenomenon, the hypothesis that the Turkic colour cardinal points system and the linguistic means to convey it was introduced to Greece during the period of contact with the Scythe people is proposed.
{"title":"The Encyclopaedic Meaning of Erythros in Koine Greek Toponyms. A Cognitive Approach to the Definition of the Ancient Colour Cardinal Points System","authors":"Moreno Bonda","doi":"10.2478/sm-2022-0010","DOIUrl":"https://doi.org/10.2478/sm-2022-0010","url":null,"abstract":"Summary The cartographic and historiographic traditions interpreting the Greek toponym Erythra Thalassa indicate this expression could designate several water basins in classical historiography, though it is usually rendered univocally as the Red Sea. This research applies cognitive semantics to the history of geography to retrieve the encyclopaedic meaning of the term erythros in relation to its dictionary meaning “red”. Computationally generated lists of frequency from about 50 ancient Greek and Latin oeuvres denote a predominant toponymic use of the term and a fixed collocation in conjunction with thalassa “sea”. Additional statistical data extrapolated from the Septuagint and the Greek New Testament reveal the tendency in the biblical tradition to use exclusively the inflected form erythra in fully fixed collocations with the term thalassa. The paper finds out that the specific shade of red denoted by erythors has been used since the seventh century BCE in a number of other toponyms and ethnonyms to convey the conceptual meaning of “southern”. To comparatively verify this hypothesis, several Greek toponyms incorporating the term leukos – “white” or “western” – are discussed in relation to their relative position in the oikumene. Based on comparative chronologies and diatopic attestations of the phenomenon, the hypothesis that the Turkic colour cardinal points system and the linguistic means to convey it was introduced to Greece during the period of contact with the Scythe people is proposed.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"233 - 261"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45347879","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}
Summary In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.
{"title":"Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies","authors":"Tjaša Dražnik","doi":"10.2478/sm-2022-0004","DOIUrl":"https://doi.org/10.2478/sm-2022-0004","url":null,"abstract":"Summary In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"69 - 93"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388260","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}
Charlie Robinson-Jones, J. Duarte, Mirjam Günther-van der Meij
Summary Schools across Europe are experiencing a growing number of multilingual pupils; however, teachers claim to be generally underprepared for dealing with this ever-increasing linguistic and cultural diversity. Initial teacher education often pays insufficient attention to multilingualism, thus there is a call for research on what pre-service teachers learn about the topic during training. Against this background, this small-scale exploratory study sets out to explore pre-service primary teachers’ (a) views of multilingualism in education in general, (b) experiences of multilingualism in education as trainee teachers, and (c) self-perceived knowledge and skills acquired and developed during training, in the context of the Netherlands. Based on 195 survey responses, descriptive statistical analyses indicate that the sampled pre-service primary teachers have slightly positive views of multilingualism in education, specifically regarding their opinions on the role of multilingualism in education, focusing on school and home languages, and their tolerance of multilingualism in the classroom and at school. A qualitative content analysis reveals that several pre-service primary teachers have had general experiences of teaching pupils with migrant backgrounds, such as in transition classes (Dutch: schakelklassen), and of teaching pupils who communicate with each other only in their home languages. Challenges in teaching multilingual pupils are also reported, such as the implications of being unable to understand pupils’ home languages. Regarding their self-perceived knowledge and skills, the content analysis shows that some pre-service primary teachers in this study are aware of how to encourage collaboration between multilingual pupils to involve their languages in their learning, and have knowledge of language comparison and awareness approaches that can be implemented in multilingual classrooms. A concerning finding, however, is that according to pre-service primary teachers’ self-reported communication skills for multilingual pupils, there is a tendency to use simplified language, which may have a negative impact on pupils’ language development. These findings highlight the need for further research that employs a mixed-methods longitudinal approach to gain insights into the depth of knowledge and skills acquired during training and how views of multilingualism in education influence classroom practices. This study further reveals shortcomings of primary teacher education in the Netherlands regarding the topic of multilingualism, which are followed up by preliminary recommendations for improving training programmes; for instance, training institutions should aim to collaborate with more multilingual schools where pre-service teachers can gain first-hand practical experience.
{"title":"“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education","authors":"Charlie Robinson-Jones, J. Duarte, Mirjam Günther-van der Meij","doi":"10.2478/sm-2022-0005","DOIUrl":"https://doi.org/10.2478/sm-2022-0005","url":null,"abstract":"Summary Schools across Europe are experiencing a growing number of multilingual pupils; however, teachers claim to be generally underprepared for dealing with this ever-increasing linguistic and cultural diversity. Initial teacher education often pays insufficient attention to multilingualism, thus there is a call for research on what pre-service teachers learn about the topic during training. Against this background, this small-scale exploratory study sets out to explore pre-service primary teachers’ (a) views of multilingualism in education in general, (b) experiences of multilingualism in education as trainee teachers, and (c) self-perceived knowledge and skills acquired and developed during training, in the context of the Netherlands. Based on 195 survey responses, descriptive statistical analyses indicate that the sampled pre-service primary teachers have slightly positive views of multilingualism in education, specifically regarding their opinions on the role of multilingualism in education, focusing on school and home languages, and their tolerance of multilingualism in the classroom and at school. A qualitative content analysis reveals that several pre-service primary teachers have had general experiences of teaching pupils with migrant backgrounds, such as in transition classes (Dutch: schakelklassen), and of teaching pupils who communicate with each other only in their home languages. Challenges in teaching multilingual pupils are also reported, such as the implications of being unable to understand pupils’ home languages. Regarding their self-perceived knowledge and skills, the content analysis shows that some pre-service primary teachers in this study are aware of how to encourage collaboration between multilingual pupils to involve their languages in their learning, and have knowledge of language comparison and awareness approaches that can be implemented in multilingual classrooms. A concerning finding, however, is that according to pre-service primary teachers’ self-reported communication skills for multilingual pupils, there is a tendency to use simplified language, which may have a negative impact on pupils’ language development. These findings highlight the need for further research that employs a mixed-methods longitudinal approach to gain insights into the depth of knowledge and skills acquired during training and how views of multilingualism in education influence classroom practices. This study further reveals shortcomings of primary teacher education in the Netherlands regarding the topic of multilingualism, which are followed up by preliminary recommendations for improving training programmes; for instance, training institutions should aim to collaborate with more multilingual schools where pre-service teachers can gain first-hand practical experience.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"94 - 128"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47777816","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}
Summary The publication deals with the problem cultural realia and terms in translation. The empirical part is a case study that investigates challenges in subtitling when rendering the subtitles of the Lithuanian memory film Emilia. Breaking Free (2017) from Lithuanian into German and English. Subtitling, the oldest form of Audiovisual Translation, is both a process and a result when a source text is translated into the target text in a synchronized manner with the original verbal message. Serious translation problems can arise because the subtitles are supposed to convey the verbal or non-verbal message in a compressed form. Cultural realia and terms are cultural elements that structure human life from the time of birth to the extent that they shape our behavior and worldview. Moreover, since the areas referred to by real property descriptions can be very diverse, they are subject to different classifications depending on the character and the object. Accordingly, monocultural, infracultural and transcultural references can be subdivided more precisely into socio-political, geographical, ethnographic and non-verbal realia. When transferring realia, three large groups of translation strategies can be identified: the unchanged adoption of the realia in the target language, the omission and the replacement by an equivalent. Since most translation techniques in the corpus studied appear as strategies of change, the central question is to what extent linguistic and cultural-specific items can be reflected in the subtitling movies about traumatic historical experiences.
{"title":"Translation and Adaptation of Culture-Bound Words in Subtitles: A Case Study of the Lithuanian Historical Drama Film Emilia. Breaking Free","authors":"Eglė Alosevičienė","doi":"10.2478/sm-2022-0009","DOIUrl":"https://doi.org/10.2478/sm-2022-0009","url":null,"abstract":"Summary The publication deals with the problem cultural realia and terms in translation. The empirical part is a case study that investigates challenges in subtitling when rendering the subtitles of the Lithuanian memory film Emilia. Breaking Free (2017) from Lithuanian into German and English. Subtitling, the oldest form of Audiovisual Translation, is both a process and a result when a source text is translated into the target text in a synchronized manner with the original verbal message. Serious translation problems can arise because the subtitles are supposed to convey the verbal or non-verbal message in a compressed form. Cultural realia and terms are cultural elements that structure human life from the time of birth to the extent that they shape our behavior and worldview. Moreover, since the areas referred to by real property descriptions can be very diverse, they are subject to different classifications depending on the character and the object. Accordingly, monocultural, infracultural and transcultural references can be subdivided more precisely into socio-political, geographical, ethnographic and non-verbal realia. When transferring realia, three large groups of translation strategies can be identified: the unchanged adoption of the realia in the target language, the omission and the replacement by an equivalent. Since most translation techniques in the corpus studied appear as strategies of change, the central question is to what extent linguistic and cultural-specific items can be reflected in the subtitling movies about traumatic historical experiences.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"231 - 232"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47408949","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}
Summary Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students’ identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.
{"title":"Linguistic Hegemony and English in Higher Education","authors":"A. Al-Kahtany, Munassir Alhamami","doi":"10.2478/sm-2022-0002","DOIUrl":"https://doi.org/10.2478/sm-2022-0002","url":null,"abstract":"Summary Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students’ identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"18 - 45"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47230548","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}
Summary The national language is not only an important component of the internal policy of the state but also an integral factor in interstate relations. It is one of the elements and indicators of geopolitical transformations. In the sociocultural space of Ukraine, the issue of implementing an effective language policy is relevant in the context of the development of statehood and the implementation of the European integration strategy. The language situation in modern Ukraine is defined by sociolinguists as bilingual because two languages “compete” in communicative, social (demographic), and other aspects on the territory of Ukraine – Ukrainian and Russian. In the implementation of modern state language policy, it is necessary to take into account the specifics of the functioning of the national language in a global multicultural continuum. The latter is being asserted as a result of the rapid development of information technologies, as well as the emergence of common challenges for the world community, in particular those related to the COVID-19 pandemic, when the remote intercultural method of communication became dominant for the first time in the history of humanity. The purpose of this study is to analyze the social ecolinguistic mode of the language policy of Ukraine, largely determining the trends in the dynamics of the language situation, because it makes it possible to record, predict and control changes in the structure and status of the language. The problem of the ecology of the Ukrainian language actualizes the creation in Ukraine of a nationwide structure – the Council under the President of Ukraine on the Ukrainian language as a reliable platform both for scientifically sound resolution of issues of language dynamics (Hrytsenko, 2021) and for putting into practice the results of these developments, reducing the distance between the formation new ideas and their implementation.
{"title":"Ecolinguistic Mode in the Language Policy of Ukraine","authors":"I. Korolyov, Svitlana Grytsenko","doi":"10.2478/sm-2022-0001","DOIUrl":"https://doi.org/10.2478/sm-2022-0001","url":null,"abstract":"Summary The national language is not only an important component of the internal policy of the state but also an integral factor in interstate relations. It is one of the elements and indicators of geopolitical transformations. In the sociocultural space of Ukraine, the issue of implementing an effective language policy is relevant in the context of the development of statehood and the implementation of the European integration strategy. The language situation in modern Ukraine is defined by sociolinguists as bilingual because two languages “compete” in communicative, social (demographic), and other aspects on the territory of Ukraine – Ukrainian and Russian. In the implementation of modern state language policy, it is necessary to take into account the specifics of the functioning of the national language in a global multicultural continuum. The latter is being asserted as a result of the rapid development of information technologies, as well as the emergence of common challenges for the world community, in particular those related to the COVID-19 pandemic, when the remote intercultural method of communication became dominant for the first time in the history of humanity. The purpose of this study is to analyze the social ecolinguistic mode of the language policy of Ukraine, largely determining the trends in the dynamics of the language situation, because it makes it possible to record, predict and control changes in the structure and status of the language. The problem of the ecology of the Ukrainian language actualizes the creation in Ukraine of a nationwide structure – the Council under the President of Ukraine on the Ukrainian language as a reliable platform both for scientifically sound resolution of issues of language dynamics (Hrytsenko, 2021) and for putting into practice the results of these developments, reducing the distance between the formation new ideas and their implementation.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"1 - 17"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48653008","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}
Summary This study explores the everyday Otherness experienced by Southeast Asian marriage-migrant women in South Korea. South Korea is increasingly ethnically diverse due to the dramatic rise in international marriages between foreign women and Korean men, most of which are facilitated by marriage brokers. Yet little research has been conducted on marriage-migrants’ experiences of communicating with local Koreans. Drawing on data collected through in-depth interviews with five participants from Cambodia and Vietnam, this study focuses on specific factors that cause conflicts between these women and local Koreans in various social contexts, including the household, workplaces, and wider communities, and how the women respond to such conflicts and manage challenging interactions. The participants’ narratives demonstrate the tensions and conflicts they encounter, which can be divided into three categories: the imposition of Korean ways of living, negative stereotyping, and language use. The women describe being perceived as deviating from Korean society’s cultural and linguistic norms and facing pressure to conform to these norms, which sometimes conflict with their own sense of identity. In addition, they experience marginalization through Othering and negative stereotyping in their interactions with Koreans and struggle to develop a sense of belonging to the host society. The results of this study provide implications for second language programs designed for marriage-migrants, which have the potential to enable marriage-migrants to achieve sustainable development in their second language learning and to support their development of multilingual and multicultural identities.
{"title":"Experiencing Everyday Otherness: A Study of Southeast Asian Marriage-Migrants in South Korea","authors":"Mi Yung Park","doi":"10.2478/sm-2022-0003","DOIUrl":"https://doi.org/10.2478/sm-2022-0003","url":null,"abstract":"Summary This study explores the everyday Otherness experienced by Southeast Asian marriage-migrant women in South Korea. South Korea is increasingly ethnically diverse due to the dramatic rise in international marriages between foreign women and Korean men, most of which are facilitated by marriage brokers. Yet little research has been conducted on marriage-migrants’ experiences of communicating with local Koreans. Drawing on data collected through in-depth interviews with five participants from Cambodia and Vietnam, this study focuses on specific factors that cause conflicts between these women and local Koreans in various social contexts, including the household, workplaces, and wider communities, and how the women respond to such conflicts and manage challenging interactions. The participants’ narratives demonstrate the tensions and conflicts they encounter, which can be divided into three categories: the imposition of Korean ways of living, negative stereotyping, and language use. The women describe being perceived as deviating from Korean society’s cultural and linguistic norms and facing pressure to conform to these norms, which sometimes conflict with their own sense of identity. In addition, they experience marginalization through Othering and negative stereotyping in their interactions with Koreans and struggle to develop a sense of belonging to the host society. The results of this study provide implications for second language programs designed for marriage-migrants, which have the potential to enable marriage-migrants to achieve sustainable development in their second language learning and to support their development of multilingual and multicultural identities.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"46 - 68"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48960605","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}
Summary In this paper, we describe a new lexicographic resource for advanced learners of Lithuanian, the Lexical Database of Lithuanian Language Usage, which is the first attempt in Lithuanian lexicography to prepare a description of vocabulary based on the word usage analysis in the particular corpus. The written subpart of the Lithuanian Pedagogic Corpus (approx. 620,000 tokens) was used to develop headword lists and collect word usage information in the form of corpus patterns. In the database, there are 3,700 lexical items, words and multi-word units (compounds, idioms or sayings). For the appr. 700 most frequent words from a shared vocabulary (they appear in texts assigned to A1, A2, B1 and B2 levels, and their frequency in the whole corpus is 100 occurrences and above), we prepared a full-record entry: it includes sense-related corpus patterns with grammatical, semantic and lexical information and the examples illustrating all pattern components. The short-record entry (no patterns, only examples) is prepared for the less frequent words from the shared vocabulary, which are derivationally related to the most frequent headwords. The users are provided with 2,542 derivatives, which are linked to 940 headwords. In the database, 28,550 encoding examples are manually selected for all 3,000 headwords and 700 phrases. We discuss the features of the database, and, particularly, the adopted semi-automated procedure of Corpus Pattern Analysis, which was used for the description of word usage. We evaluate the approach applied, and discuss its advantages for users as well as provide the suggestions for the future improvements of the resource, which can be used as an additional resource in the classroom of Lithuanian as a foreign language, and, together with the available corpora, fill in a gap of usage information in the existing (learner) dictionaries.
{"title":"A New Corpus-Driven Lexical Database for Lithuanian as a Foreign Language","authors":"J. Kovalevskaite, Erika Rimkute","doi":"10.2478/sm-2022-0007","DOIUrl":"https://doi.org/10.2478/sm-2022-0007","url":null,"abstract":"Summary In this paper, we describe a new lexicographic resource for advanced learners of Lithuanian, the Lexical Database of Lithuanian Language Usage, which is the first attempt in Lithuanian lexicography to prepare a description of vocabulary based on the word usage analysis in the particular corpus. The written subpart of the Lithuanian Pedagogic Corpus (approx. 620,000 tokens) was used to develop headword lists and collect word usage information in the form of corpus patterns. In the database, there are 3,700 lexical items, words and multi-word units (compounds, idioms or sayings). For the appr. 700 most frequent words from a shared vocabulary (they appear in texts assigned to A1, A2, B1 and B2 levels, and their frequency in the whole corpus is 100 occurrences and above), we prepared a full-record entry: it includes sense-related corpus patterns with grammatical, semantic and lexical information and the examples illustrating all pattern components. The short-record entry (no patterns, only examples) is prepared for the less frequent words from the shared vocabulary, which are derivationally related to the most frequent headwords. The users are provided with 2,542 derivatives, which are linked to 940 headwords. In the database, 28,550 encoding examples are manually selected for all 3,000 headwords and 700 phrases. We discuss the features of the database, and, particularly, the adopted semi-automated procedure of Corpus Pattern Analysis, which was used for the description of word usage. We evaluate the approach applied, and discuss its advantages for users as well as provide the suggestions for the future improvements of the resource, which can be used as an additional resource in the classroom of Lithuanian as a foreign language, and, together with the available corpora, fill in a gap of usage information in the existing (learner) dictionaries.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"154 - 193"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44951981","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}
Summary The importance of stereotypical uses of language is recognized by most didactic studies of the vocabulary (Granger and Paquot, 2008). Collocations are an area of vocabulary which is difficult to master by non-native learners. This type of lexical relation often presents itself as a semi-frozen binary lexical co-occurrence. The meaning of collocations is often transparent in reception, while in production, it requires a special effort on behalf of the learner. In this paper, we have tried to verify this assertion by comparing the corpus of French language and that of learners, and to define the regularities of lexical combinations in the French interlanguage of Lithuanian learners with level B1. Thanks to the corpus at our disposal, we observed that nomino-adjectival collocations at this level are more frequent than verbal collocations. However, in the percentage of total, the number of collocations only represents a contingent part of the corpus. The corpus also reveals that the present combination of words is not always diversified either by its syntax or by its lexical content, which is sometimes atypical of standard French. Learners choose from a fairly limited number of rather free lexical units. The process of interference and hybridization can be seen as an essential contamination of collocations, both lexically and syntactically. The data received makes it possible to note that collocational competence is insufficient. The results of this study also show that the analysis of collocational constructions can reveal the relationships between competence and performance of speakers.
{"title":"Lexical Collocations and their Acquisition in French as a Foreign Language (FLE)","authors":"Vitalija Kazlauskienė","doi":"10.2478/sm-2022-0008","DOIUrl":"https://doi.org/10.2478/sm-2022-0008","url":null,"abstract":"Summary The importance of stereotypical uses of language is recognized by most didactic studies of the vocabulary (Granger and Paquot, 2008). Collocations are an area of vocabulary which is difficult to master by non-native learners. This type of lexical relation often presents itself as a semi-frozen binary lexical co-occurrence. The meaning of collocations is often transparent in reception, while in production, it requires a special effort on behalf of the learner. In this paper, we have tried to verify this assertion by comparing the corpus of French language and that of learners, and to define the regularities of lexical combinations in the French interlanguage of Lithuanian learners with level B1. Thanks to the corpus at our disposal, we observed that nomino-adjectival collocations at this level are more frequent than verbal collocations. However, in the percentage of total, the number of collocations only represents a contingent part of the corpus. The corpus also reveals that the present combination of words is not always diversified either by its syntax or by its lexical content, which is sometimes atypical of standard French. Learners choose from a fairly limited number of rather free lexical units. The process of interference and hybridization can be seen as an essential contamination of collocations, both lexically and syntactically. The data received makes it possible to note that collocational competence is insufficient. The results of this study also show that the analysis of collocational constructions can reveal the relationships between competence and performance of speakers.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"20 1","pages":"194 - 209"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47382874","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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