Summary In Sweden, the state-sponsored language education, Swedish for immigrants (Sfi), provides language and cultural knowledge for the integration of newly arrived adult migrants in Swedish society. Sfi’s educational quality has sustained severe criticism. Through qualitative investigation of Sfi teacher work, this study aims to find out what pedagogical priorities guide the teachers’ classroom practices with linguistically and culturally diverse students. Furthermore, it aims to compare the contributions to Sfi learning environments of ethnically diverse teachers whose language experiences are different. Research into second language acquisition and native and non-native second language teachers contextualize the research aims. Bakhtin’s (1986) conception of human understanding as the meeting of two consciousnesses and García’s ideas about translanguaging in language education for adult migrants provide theoretical perspectives. Classroom observation alongside teacher focus groups generated data. Content analysis condensed the data into five essential support strategies that foreground students’ existential needs, their home languages as a learning resource, integration, learning challenge and instructional partnership between ethnically diverse teachers. Findings do not support the view that non-native language teachers are better equipped to teach second language students than their native counterparts but illuminate the unequivocal advantage of harnessing the pedagogical strengths of both teacher groups cooperatively.
{"title":"“This is Not My World”. Essential Support Strategies for Newly Arrived Adult Immigrants Learning Swedish","authors":"O. John, Vilmantė Liubinienė","doi":"10.2478/sm-2021-0005","DOIUrl":"https://doi.org/10.2478/sm-2021-0005","url":null,"abstract":"Summary In Sweden, the state-sponsored language education, Swedish for immigrants (Sfi), provides language and cultural knowledge for the integration of newly arrived adult migrants in Swedish society. Sfi’s educational quality has sustained severe criticism. Through qualitative investigation of Sfi teacher work, this study aims to find out what pedagogical priorities guide the teachers’ classroom practices with linguistically and culturally diverse students. Furthermore, it aims to compare the contributions to Sfi learning environments of ethnically diverse teachers whose language experiences are different. Research into second language acquisition and native and non-native second language teachers contextualize the research aims. Bakhtin’s (1986) conception of human understanding as the meeting of two consciousnesses and García’s ideas about translanguaging in language education for adult migrants provide theoretical perspectives. Classroom observation alongside teacher focus groups generated data. Content analysis condensed the data into five essential support strategies that foreground students’ existential needs, their home languages as a learning resource, integration, learning challenge and instructional partnership between ethnically diverse teachers. Findings do not support the view that non-native language teachers are better equipped to teach second language students than their native counterparts but illuminate the unequivocal advantage of harnessing the pedagogical strengths of both teacher groups cooperatively.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"18 1","pages":"85 - 110"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47825206","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 L3 acquisition has begun to attract the attention of many scholars in recent years. Heritage contexts are especially fruitful areas to understand how linguistic and nonlinguistic mechanisms interact with one another. The current study focuses on L3 English acquisition of object pronouns with L1 Turkish, L2 German speakers. We seek to find out whether the speakers could produce object pronouns accurately, whether L3 English proficiency has any effects on their acquisition, and finally, whether all object pronouns are acquired in the same way. Data for this study come from a corpus consisting of written and oral productions of 167 participants, who were students in four distinct grades, namely 5th, 7th, 10th and 12th graders at different schools in Berlin, Germany. The results reveal that participants were highly meticulous in their object pronoun use. Also, no clear L1 effect was observed, while L2 impact is implied. Lastly, proficiency and linguistic features are noted as significant factors that have an impact on L3 acquisition.
{"title":"Acquisition of Object Pronouns in EFL in Germany by Heritage Speakers of Turkish","authors":"Gulumser Efeoglu, C. Schroeder","doi":"10.2478/sm-2021-0004","DOIUrl":"https://doi.org/10.2478/sm-2021-0004","url":null,"abstract":"Summary L3 acquisition has begun to attract the attention of many scholars in recent years. Heritage contexts are especially fruitful areas to understand how linguistic and nonlinguistic mechanisms interact with one another. The current study focuses on L3 English acquisition of object pronouns with L1 Turkish, L2 German speakers. We seek to find out whether the speakers could produce object pronouns accurately, whether L3 English proficiency has any effects on their acquisition, and finally, whether all object pronouns are acquired in the same way. Data for this study come from a corpus consisting of written and oral productions of 167 participants, who were students in four distinct grades, namely 5th, 7th, 10th and 12th graders at different schools in Berlin, Germany. The results reveal that participants were highly meticulous in their object pronoun use. Also, no clear L1 effect was observed, while L2 impact is implied. Lastly, proficiency and linguistic features are noted as significant factors that have an impact on L3 acquisition.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"18 1","pages":"71 - 84"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44814284","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 continuously progressive education system of the 21st century requires the introduction of innovative teaching methodologies incorporating up-to-the-minute technology-oriented styles, which are capable of changing the traditional ways of conducting classes presenting teachers as the ultimate source of knowledge, with a new notion which considers teachers as facilitators and guiders in the world of information. A plethora of research has been conducted with respect to flipped learning, however, the number of research papers presenting content analysis is limited indicating the deficiency and lack of content analysis-based papers on Flipped Classroom in Education. Thus, to fill this gap in the literature, there is a demand for conducting a content analysis. In turn, the aim of this paper was to identify the importance and impact of the distributed documents on a Flipped Learning Model (FLM) in Education which was done by gathering data from the SCOPUS database with keywords ‘Flipped Classroom in Education’, within the range of ten years (2011-2020). All studies published in SCOPUS, were statistically analyzed and examined according to the year of publication, subject area, document type, country/territory, languages, source type, types of research and the research methods. It was found that the publications related to FLM in education had dramatically increased from the year 2011 to 2020. The findings of this study also highlighted the importance of FLM in education, especially in courses that require cognitive skills like social studies, medicine, and computer science.
{"title":"Flipped Learning in Education: A Content Analysis","authors":"Rustam Haidov, Hanife Bensen","doi":"10.2478/sm-2021-0006","DOIUrl":"https://doi.org/10.2478/sm-2021-0006","url":null,"abstract":"Summary The continuously progressive education system of the 21st century requires the introduction of innovative teaching methodologies incorporating up-to-the-minute technology-oriented styles, which are capable of changing the traditional ways of conducting classes presenting teachers as the ultimate source of knowledge, with a new notion which considers teachers as facilitators and guiders in the world of information. A plethora of research has been conducted with respect to flipped learning, however, the number of research papers presenting content analysis is limited indicating the deficiency and lack of content analysis-based papers on Flipped Classroom in Education. Thus, to fill this gap in the literature, there is a demand for conducting a content analysis. In turn, the aim of this paper was to identify the importance and impact of the distributed documents on a Flipped Learning Model (FLM) in Education which was done by gathering data from the SCOPUS database with keywords ‘Flipped Classroom in Education’, within the range of ten years (2011-2020). All studies published in SCOPUS, were statistically analyzed and examined according to the year of publication, subject area, document type, country/territory, languages, source type, types of research and the research methods. It was found that the publications related to FLM in education had dramatically increased from the year 2011 to 2020. The findings of this study also highlighted the importance of FLM in education, especially in courses that require cognitive skills like social studies, medicine, and computer science.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"18 1","pages":"111 - 139"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946868","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}
Straipsnyje pristatomas pirmasis mokomasis lietuvių kalbos tekstynas, t. y. vienakalbis specialusis tekstynas, skirtas mokyti(s) lietuvių kalbos kaip svetimosios. Tekstynas kuriamas vykdant projektą „Užsienio baltistikos centrų ir Lietuvos mokslo ir studijų institucijų bendradarbiavimo skatinimas“. Tokio istekliaus atsiradimą paskatino tai, kad bendrojo pobūdžio tekstynuose, pvz., Dabartinės lietuvių kalbos tekstyne, pateikiami duomenys ir jų dydis besimokantiesiems lietuvių kalbos kaip užsienio kalbos yra per sudėtinga mokymosi medžiaga. Mokomajame tekstyne yra autentiskos lietuvių kalbos vartosenos tekstų, kurie atrinkti pagal tokius kriterijus, kad būtų suprantami ir aktualūs skirtingų lygių besimokantiesiems. Visi tekstai pagal Bendruosius Europos kalbų mokymosi, mokymo ir vertinimo metmenis suklasifikuoti į A1, A2, B1 ir B2 lygius. Tekstyną sudaro skirtingų kalbos atmainų (rasytiniai ir transkribuoti sakytiniai) tekstai. Is viso mokomąjį lietuvių kalbos tekstyną sudaro 669 000 žodžių: 111 000 žodžių A1–A2 lygio rasytinės ir natūraliosios spontaninės kalbos tekstų, 558 000 žodžių B1–B2 lygio rasytinės ir spontaninės sakytinės kalbos tekstų. Siame straipsnyje issamiai aprasomas rasytinės kalbos patekstynis, kurį sudaro vadovėliniai ir nevadovėliniai tekstai, sio patekstynio dydis – apie 620 000 žodžių. Vadovėlinių tekstų kalbos lygis dažniausiai būdavo aiskus, o nevadovėliniai tekstai buvo automatiskai suklasifikuoti atliekant straipsnyje aprasytą tyrimą. Vadovėliniai ir nevadovėliniai tekstai suklasifikuoti į 29 žanrus (dialogus, pasakojimus, informacinius tekstus ir kt.) ir keturias grupes pagal komunikacinius tikslus (informacinius, pažintinius, apeliacinius ir meninius). Rasytinės kalbos patekstynyje daugiausiai yra informacinių tekstų; skiriasi dažniausi vadovėlinių ir nevadovėlinių tekstų žanrai: trys dažniausi vadovėlinių tekstų žanrai yra pažintiniai tekstai, pasakojimai ir dialogai (kartu sių trijų žanrų tekstai sudaro apie 78 proc. visų vadovėlinių tekstų). Nevadovėlinių tekstų patekstynio žanrų įvairovė didesnė: didžiąją dalį (apie 73 proc.) sudaro penkių žanrų tekstai: subtitrai, informaciniai tekstai, pažintiniai tekstai, proza, patarimai. Straipsnio apibendrinamosiose pastabose paminėta, kokie laukia tolesni darbai, susije su mokomuoju tekstynu, kaip jis gali būti panaudotas. DOI: https://doi.org/10.2478/sm-2020-0019
{"title":"MOKOMASIS LIETUVIŲ KALBOS TEKSTYNAS: NAUJAS IŠTEKLIUS BESIMOKANTIESIEMS LIETUVIŲ KALBOS","authors":"Jolanta Kovalevskaitė, Erika Rimkutė","doi":"10.7220/288","DOIUrl":"https://doi.org/10.7220/288","url":null,"abstract":"Straipsnyje pristatomas pirmasis mokomasis lietuvių kalbos tekstynas, t. y. vienakalbis specialusis tekstynas, skirtas mokyti(s) lietuvių kalbos kaip svetimosios. Tekstynas kuriamas vykdant projektą „Užsienio baltistikos centrų ir Lietuvos mokslo ir studijų institucijų bendradarbiavimo skatinimas“. Tokio istekliaus atsiradimą paskatino tai, kad bendrojo pobūdžio tekstynuose, pvz., Dabartinės lietuvių kalbos tekstyne, pateikiami duomenys ir jų dydis besimokantiesiems lietuvių kalbos kaip užsienio kalbos yra per sudėtinga mokymosi medžiaga. Mokomajame tekstyne yra autentiskos lietuvių kalbos vartosenos tekstų, kurie atrinkti pagal tokius kriterijus, kad būtų suprantami ir aktualūs skirtingų lygių besimokantiesiems. Visi tekstai pagal Bendruosius Europos kalbų mokymosi, mokymo ir vertinimo metmenis suklasifikuoti į A1, A2, B1 ir B2 lygius. Tekstyną sudaro skirtingų kalbos atmainų (rasytiniai ir transkribuoti sakytiniai) tekstai. Is viso mokomąjį lietuvių kalbos tekstyną sudaro 669 000 žodžių: 111 000 žodžių A1–A2 lygio rasytinės ir natūraliosios spontaninės kalbos tekstų, 558 000 žodžių B1–B2 lygio rasytinės ir spontaninės sakytinės kalbos tekstų. Siame straipsnyje issamiai aprasomas rasytinės kalbos patekstynis, kurį sudaro vadovėliniai ir nevadovėliniai tekstai, sio patekstynio dydis – apie 620 000 žodžių. Vadovėlinių tekstų kalbos lygis dažniausiai būdavo aiskus, o nevadovėliniai tekstai buvo automatiskai suklasifikuoti atliekant straipsnyje aprasytą tyrimą. Vadovėliniai ir nevadovėliniai tekstai suklasifikuoti į 29 žanrus (dialogus, pasakojimus, informacinius tekstus ir kt.) ir keturias grupes pagal komunikacinius tikslus (informacinius, pažintinius, apeliacinius ir meninius). Rasytinės kalbos patekstynyje daugiausiai yra informacinių tekstų; skiriasi dažniausi vadovėlinių ir nevadovėlinių tekstų žanrai: trys dažniausi vadovėlinių tekstų žanrai yra pažintiniai tekstai, pasakojimai ir dialogai (kartu sių trijų žanrų tekstai sudaro apie 78 proc. visų vadovėlinių tekstų). Nevadovėlinių tekstų patekstynio žanrų įvairovė didesnė: didžiąją dalį (apie 73 proc.) sudaro penkių žanrų tekstai: subtitrai, informaciniai tekstai, pažintiniai tekstai, proza, patarimai. Straipsnio apibendrinamosiose pastabose paminėta, kokie laukia tolesni darbai, susije su mokomuoju tekstynu, kaip jis gali būti panaudotas. DOI: https://doi.org/10.2478/sm-2020-0019","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"1 1","pages":"197-230"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43833924","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}
Le but de cet article est d'analyser les differences entre les sons du francais et du lituanien et de donner un apercu general de la phonetique articulatoire du lituanien plus particulierement destine aux francophones. L'approche comparative se justifie par differentes raisons : (a) le caractere non univoque des relations qui s'etablissent entre la forme ecrite et la forme orale, meme en lituanien dont la variete ecrite est pourtant relativement jeune, (b) l'alphabet phonetique international ne distingue pas toujours precisement les nuances de prononciation, (c) la perspective comparee aide les apprenants a mieux cerner des aspects qui echapperaient a leur attention. Outre les aspects articulatoires, les cas ou la forme orale ne peut etre simplement deduite de la forme graphique par une simple relation de grapheme a son (en general les cas d'assimilation) sont decrits explicitement. Les questions qui ne font pas l'objet d'un consensus parmi les phoneticiens lituaniens sont egalement mentionnees explicitement. L'analyse comparee montre que les deux systemes presentent des differences significatives : la plupart des sons ne sont pas communs aux deux langues. Cependant, la grande majorite des sons ont des equivalents approchants, de sorte que la maitrise de ces differences est principalement une question d'orthoepie. Une attention particuliere doit etre pretee aux differences quantitatives et qualitatives des voyelles longues et breves et a la realisation sonore des graphemes . Du point de vue des consonnes, [l], [r, rj], [x, ɣ] sont les plus problematiques et reclament un entrainement specifique. La prononciation des consonnes palatalisees en tant que consonnes simples, et non comme clusters termines par [j], est egalement a prendre en compte pour les apprenants francophones. DOI: https://doi.org/10.2478/sm-2020-0018
{"title":"LES SONS DU FRANÇAIS ET DU LITUANIEN : ANALYSE COMPARÉE DES TRAITS ARTICULATOIRES EN VUE DE L’ENSEIGNEMENT DU LITUANIEN AUX FRANCOPHONES","authors":"Loïc Boizou, Asta Kazlauskienė","doi":"10.7220/285","DOIUrl":"https://doi.org/10.7220/285","url":null,"abstract":"Le but de cet article est d'analyser les differences entre les sons du francais et du lituanien et de donner un apercu general de la phonetique articulatoire du lituanien plus particulierement destine aux francophones. L'approche comparative se justifie par differentes raisons : (a) le caractere non univoque des relations qui s'etablissent entre la forme ecrite et la forme orale, meme en lituanien dont la variete ecrite est pourtant relativement jeune, (b) l'alphabet phonetique international ne distingue pas toujours precisement les nuances de prononciation, (c) la perspective comparee aide les apprenants a mieux cerner des aspects qui echapperaient a leur attention. Outre les aspects articulatoires, les cas ou la forme orale ne peut etre simplement deduite de la forme graphique par une simple relation de grapheme a son (en general les cas d'assimilation) sont decrits explicitement. Les questions qui ne font pas l'objet d'un consensus parmi les phoneticiens lituaniens sont egalement mentionnees explicitement. L'analyse comparee montre que les deux systemes presentent des differences significatives : la plupart des sons ne sont pas communs aux deux langues. Cependant, la grande majorite des sons ont des equivalents approchants, de sorte que la maitrise de ces differences est principalement une question d'orthoepie. Une attention particuliere doit etre pretee aux differences quantitatives et qualitatives des voyelles longues et breves et a la realisation sonore des graphemes . Du point de vue des consonnes, [l], [r, rj], [x, ɣ] sont les plus problematiques et reclament un entrainement specifique. La prononciation des consonnes palatalisees en tant que consonnes simples, et non comme clusters termines par [j], est egalement a prendre en compte pour les apprenants francophones. DOI: https://doi.org/10.2478/sm-2020-0018","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"1 1","pages":"173-196"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119718","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}
Das Konzept des lernerzentrierten Unterrichts steht in der modernen Fremdsprachendidaktik hoch im Kurs. In der Fachliteratur wird immer wieder betont, wie wichtig es sei, individuelle und selbstgesteuerte Lernprozesse zu ermoglichen und beratend zu begleiten. Es ist augenfallig, dass Autonomie als eine Schlusselkompetenz gewertet werden kann, die man in einer sich standig veranderten Arbeitswelt dringend benotigt. Mit den Prinzipien der Lernerorientierung und der Autonomieforderung andern sich auch die Rollen der Hochschullehrenden und Studierenden. So scheint es fur Dozierende unumganglich zu sein, folgende Fragen zu beantworten: Unter welchen Voraussetzungen kann ein selbstbestimmtes, effizientes und erfolgreiches Fremdsprachenlernen im universitaren Lernumfeld stattfinden? Welche Grenzen zeigt Lernerautonomie fordernder Fremdsprachenunterricht auf? Im vorliegenden Beitrag wird uber die Umsetzung der padagogischen Konzepte der Lernerorientierung und der Autonomieforderung berichtet und aufgezeigt, warum der Einsatz des didaktischen Prinzips der Autonomieforderung auch im universitaren Bereich sowohl fur Lehrende, als auch fur Lernende eine wichtige aber auch herausfordernde Aufgabe ist. Die Ausfuhrungen beruhen auf den Erkenntnissen, die im Rahmen des BA-Seminars zum Gegenwartsdeutsch an der Vytautas-Magnus-Universitat Kaunas gewonnen wurden. DOI: https://doi.org/10.2478/sm-2020-0020
{"title":"SPIELRÄUME IN EINEM AUTONOMIEFÖRDERNDEN DAF-UNTERRICHT. EIN BEISPIEL AUS DER UNIVERSITÄREN UNTERRICHTSPRAXIS","authors":"Sidona Žvaliauskienė","doi":"10.7220/308","DOIUrl":"https://doi.org/10.7220/308","url":null,"abstract":"Das Konzept des lernerzentrierten Unterrichts steht in der modernen Fremdsprachendidaktik hoch im Kurs. In der Fachliteratur wird immer wieder betont, wie wichtig es sei, individuelle und selbstgesteuerte Lernprozesse zu ermoglichen und beratend zu begleiten. Es ist augenfallig, dass Autonomie als eine Schlusselkompetenz gewertet werden kann, die man in einer sich standig veranderten Arbeitswelt dringend benotigt. Mit den Prinzipien der Lernerorientierung und der Autonomieforderung andern sich auch die Rollen der Hochschullehrenden und Studierenden. So scheint es fur Dozierende unumganglich zu sein, folgende Fragen zu beantworten: Unter welchen Voraussetzungen kann ein selbstbestimmtes, effizientes und erfolgreiches Fremdsprachenlernen im universitaren Lernumfeld stattfinden? Welche Grenzen zeigt Lernerautonomie fordernder Fremdsprachenunterricht auf? Im vorliegenden Beitrag wird uber die Umsetzung der padagogischen Konzepte der Lernerorientierung und der Autonomieforderung berichtet und aufgezeigt, warum der Einsatz des didaktischen Prinzips der Autonomieforderung auch im universitaren Bereich sowohl fur Lehrende, als auch fur Lernende eine wichtige aber auch herausfordernde Aufgabe ist. Die Ausfuhrungen beruhen auf den Erkenntnissen, die im Rahmen des BA-Seminars zum Gegenwartsdeutsch an der Vytautas-Magnus-Universitat Kaunas gewonnen wurden. DOI: https://doi.org/10.2478/sm-2020-0020","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"1 1","pages":"231-253"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48418441","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}
Sių dienų pasaulyje, vykstant globaliam judėjimui, randasi vis daugiau misrių seimų, bendraujancių dviem arba daugiau kalbų. Tokiose seimose gime vaikai turi galimybe ismokti abiejų tėvų gimtąsias kalbas ir tapti dvikalbiai arba daugiakalbiai. Ar tai gali pavykti, dažnai priklauso nuo seimos kalbų politikos. Pastarajai dažnai daro įtaką įvairūs veiksniai, todėl jos sėkmingumas priklauso ne tik nuo vidinių pasirinkimų, bet is dalies ir nuo isorinių veiksnių. Siame straipsnyje apžvelgiami įvairių autorių tyrimai, kuriuose kalbama, kokios gali būti seimos kalbos politikos strategijos. Tyrimo tikslas – rasti veiksnius, kurie nulemia tų strategijų pasirinkimą ir jų sėkmingumą. Tyrimo metu paaiskėjo, kad seimos kalbų politikai įtakos turi tiek vidiniai tos seimos pasirinkimai, t. y. noras, kad vaikai mokėtų vieno is tėvų arba abiejų tėvų kalbą, susikalbėtų su giminaiciais, per kalbą pažintų tėvų kultūrą, tiek isoriniai veiksniai, pvz., visuomenės, kurioje gyvenama, normos, integracijos procesai arba sąlygos mokytis kalbą. Pagrindinis aspektas, nuo kurio priklauso seimos kalbos politikos sėkmingumas, yra nuoseklus vienos arba kelių pasirinktų strategijų laikymasis. DOI: https://doi.org/10.2478/sm-2020-0012
{"title":"SĖKMINGOS ŠEIMOS KALBOS POLITIKOS STRATEGIJŲ APŽVALGA","authors":"Jolita Ančlauskaitė","doi":"10.7220/306","DOIUrl":"https://doi.org/10.7220/306","url":null,"abstract":"Sių dienų pasaulyje, vykstant globaliam judėjimui, randasi vis daugiau misrių seimų, bendraujancių dviem arba daugiau kalbų. Tokiose seimose gime vaikai turi galimybe ismokti abiejų tėvų gimtąsias kalbas ir tapti dvikalbiai arba daugiakalbiai. Ar tai gali pavykti, dažnai priklauso nuo seimos kalbų politikos. Pastarajai dažnai daro įtaką įvairūs veiksniai, todėl jos sėkmingumas priklauso ne tik nuo vidinių pasirinkimų, bet is dalies ir nuo isorinių veiksnių. Siame straipsnyje apžvelgiami įvairių autorių tyrimai, kuriuose kalbama, kokios gali būti seimos kalbos politikos strategijos. Tyrimo tikslas – rasti veiksnius, kurie nulemia tų strategijų pasirinkimą ir jų sėkmingumą. Tyrimo metu paaiskėjo, kad seimos kalbų politikai įtakos turi tiek vidiniai tos seimos pasirinkimai, t. y. noras, kad vaikai mokėtų vieno is tėvų arba abiejų tėvų kalbą, susikalbėtų su giminaiciais, per kalbą pažintų tėvų kultūrą, tiek isoriniai veiksniai, pvz., visuomenės, kurioje gyvenama, normos, integracijos procesai arba sąlygos mokytis kalbą. Pagrindinis aspektas, nuo kurio priklauso seimos kalbos politikos sėkmingumas, yra nuoseklus vienos arba kelių pasirinktų strategijų laikymasis. DOI: https://doi.org/10.2478/sm-2020-0012","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"1 1","pages":"26-40"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44980895","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}
L’articolo presenta un nuovo strumento per avvicinarsi alle lingue straniere. Il progetto “A1 for everyone” (A1FE1) ha l’obiettivo di favorire il plurilinguismo (inteso come la capacita di un individuo di utilizzare diverse lingue) in accordo con quanto auspicato in ambito di politica linguistica UE, cioe di “rendere disponibile una gamma piu ampia di lingue per consentire una scelta individuale”. A1FE1 mira a creare una serie di sintetici manuali, guide di introduzione alle lingue, diverse da un corso in autoapprendimento e da un frasario turistico, che permettano ad ognuno di raggiungere il livello A1 (“Contatto”) in una lingua straniera (L2), sfruttando le tecnologie oggi disponibili ed un’impostazione nuova, fatta su misura per il lettore. Non si tratta di un’unica guida per ogni lingua tradotta in varie altre, ma di piu guide scritte specificamente per singole L1, poiche combinazioni di lingue tipologicamente distanti (danese per spagnoli, ceco per finlandesi) richiedono una trattazione dello stesso materiale A1 diversa rispetto a lingue simili, specie geneticamente (danese per svedesi, ceco per slovacchi). Nell’articolo si illustra la guida di italiano per lituani (Italų kalba snekantiems lietuviskai). Due sono i principi cardine di questo progetto: l’approc-cio comparativo-contrastivo, che parte dal noto (la L1) per focalizzare l’attenzione sul nuovo (la L2) e il ruolo centrale del lessico come motore della comunicazione ed elemento unificante dei tre costituenti della grammatica (fonetica, morfologia e sintassi). Per questo il corpo di ogni guida si compone di quattro sezioni che presentano i suoni, le forme, i nessi logici e le parole base della L2, seguite da un vocabolario minimo bidirezionale ricco di esempi comunicativi. I descrittori dei livelli del Quadro comune europeo non sono specifici per le lingue, pertanto le strutture morfosintattiche ed il lessico A1 vanno selezionati in base alle risorse di glottodidattica in uso nei singoli Paesi, quali sillabi, liste di frequenza ecc. Accompagnano ogni guida (accessibili online) le registrazioni audio di tutto il materiale L2 esposto e video integrativi. Italų kalba snekantiems lietuviskai e concepita come prototipo di tutte le guide e nel corso della sua stesura meglio si delineeranno aspetti pratici e problematici. Ad opera terminata il riscontro del pubblico ed il giudizio degli esperti permetteranno poi di valutare le reali possibilita di sviluppo del progetto, coinvolgendo istituzioni a livello europeo. DOI: https://doi.org/10.2478/sm-2020-0017
{"title":"“A1 FOR EVERYONE”: LINEAMENTI DI UN PROGETTO PLURILINGUISTICO","authors":"S. M. Lanza, Vitalija Lanza","doi":"10.7220/312","DOIUrl":"https://doi.org/10.7220/312","url":null,"abstract":"L’articolo presenta un nuovo strumento per avvicinarsi alle lingue straniere. Il progetto “A1 for everyone” (A1FE1) ha l’obiettivo di favorire il plurilinguismo (inteso come la capacita di un individuo di utilizzare diverse lingue) in accordo con quanto auspicato in ambito di politica linguistica UE, cioe di “rendere disponibile una gamma piu ampia di lingue per consentire una scelta individuale”. A1FE1 mira a creare una serie di sintetici manuali, guide di introduzione alle lingue, diverse da un corso in autoapprendimento e da un frasario turistico, che permettano ad ognuno di raggiungere il livello A1 (“Contatto”) in una lingua straniera (L2), sfruttando le tecnologie oggi disponibili ed un’impostazione nuova, fatta su misura per il lettore. Non si tratta di un’unica guida per ogni lingua tradotta in varie altre, ma di piu guide scritte specificamente per singole L1, poiche combinazioni di lingue tipologicamente distanti (danese per spagnoli, ceco per finlandesi) richiedono una trattazione dello stesso materiale A1 diversa rispetto a lingue simili, specie geneticamente (danese per svedesi, ceco per slovacchi). Nell’articolo si illustra la guida di italiano per lituani (Italų kalba snekantiems lietuviskai). Due sono i principi cardine di questo progetto: l’approc-cio comparativo-contrastivo, che parte dal noto (la L1) per focalizzare l’attenzione sul nuovo (la L2) e il ruolo centrale del lessico come motore della comunicazione ed elemento unificante dei tre costituenti della grammatica (fonetica, morfologia e sintassi). Per questo il corpo di ogni guida si compone di quattro sezioni che presentano i suoni, le forme, i nessi logici e le parole base della L2, seguite da un vocabolario minimo bidirezionale ricco di esempi comunicativi. I descrittori dei livelli del Quadro comune europeo non sono specifici per le lingue, pertanto le strutture morfosintattiche ed il lessico A1 vanno selezionati in base alle risorse di glottodidattica in uso nei singoli Paesi, quali sillabi, liste di frequenza ecc. Accompagnano ogni guida (accessibili online) le registrazioni audio di tutto il materiale L2 esposto e video integrativi. Italų kalba snekantiems lietuviskai e concepita come prototipo di tutte le guide e nel corso della sua stesura meglio si delineeranno aspetti pratici e problematici. Ad opera terminata il riscontro del pubblico ed il giudizio degli esperti permetteranno poi di valutare le reali possibilita di sviluppo del progetto, coinvolgendo istituzioni a livello europeo. DOI: https://doi.org/10.2478/sm-2020-0017","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"1 1","pages":"147-172"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44352395","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}
Afin de faire la transition d’un cours de langue etrangere monolingue a un cours ouvert au plurilinguisme, on devrait prendre en compte tous les elements relatifs a la cognition de nos apprenants qui doivent aussi s’adapter a cette transition. Une experience en classe de FLE aupres d’un public d’apprenants grecs de fin de primaire (âges de 11 a 12 ans) a revele que, lorsque l’on passe a une situation didactique plurilingue, se manifestent les representations des apprenants sur les langues et le langage, representations qui avaient ete dans la plupart des cas occultees, incoherentes et fossilisees pendant la routine du cours monolingue. Tout en considerant la conscience metalinguistique variable centrale a notre recherche, comme un prerequis pour la resolution des problemes emergeant en contexte didactique plurilingue, nous tentons, dans cet article, de montrer que les representations que se font les apprenants des langues et de leur apprentissage constituent une reflexion metalinguistique a un niveau macro. Ce niveau est capable d’influencer le fonctionnement de la conscience metalinguistique pendant l’execution des tâches plurilingues. La presente etude est basee sur une analyse qualitative des donnees : l’analyse du metadiscours des apprenants qui ont participe a notre experience nous a amenee a l’etablissement d’une typologie des representations qui permet d’identifier les points sur lesquels on devrait travailler en classe dans le but d’engager la reflexion metalinguistique de nos apprenants. Ainsi, il s’agit de guider les apprenants afin qu’ils puissent modifier leur cadre representationnel, en comblant des lacunes et en corrigeant leurs representations pouvant etre caracterisees de « non productives » pour s’ouvrir a des situations d’enseignement/apprentissage plurilingue. DOI: https://doi.org/10.2478/sm-2020-0014
{"title":"Les représentations en tant que macro-conscience métalinguistique : une expérience auprès des apprenants grecs de 11–12 ans dans le cadre des approches plurielles","authors":"Katerina Krimpogianni","doi":"10.7220/292","DOIUrl":"https://doi.org/10.7220/292","url":null,"abstract":"Afin de faire la transition d’un cours de langue etrangere monolingue a un cours ouvert au plurilinguisme, on devrait prendre en compte tous les elements relatifs a la cognition de nos apprenants qui doivent aussi s’adapter a cette transition. Une experience en classe de FLE aupres d’un public d’apprenants grecs de fin de primaire (âges de 11 a 12 ans) a revele que, lorsque l’on passe a une situation didactique plurilingue, se manifestent les representations des apprenants sur les langues et le langage, representations qui avaient ete dans la plupart des cas occultees, incoherentes et fossilisees pendant la routine du cours monolingue. Tout en considerant la conscience metalinguistique variable centrale a notre recherche, comme un prerequis pour la resolution des problemes emergeant en contexte didactique plurilingue, nous tentons, dans cet article, de montrer que les representations que se font les apprenants des langues et de leur apprentissage constituent une reflexion metalinguistique a un niveau macro. Ce niveau est capable d’influencer le fonctionnement de la conscience metalinguistique pendant l’execution des tâches plurilingues. La presente etude est basee sur une analyse qualitative des donnees : l’analyse du metadiscours des apprenants qui ont participe a notre experience nous a amenee a l’etablissement d’une typologie des representations qui permet d’identifier les points sur lesquels on devrait travailler en classe dans le but d’engager la reflexion metalinguistique de nos apprenants. Ainsi, il s’agit de guider les apprenants afin qu’ils puissent modifier leur cadre representationnel, en comblant des lacunes et en corrigeant leurs representations pouvant etre caracterisees de « non productives » pour s’ouvrir a des situations d’enseignement/apprentissage plurilingue. DOI: https://doi.org/10.2478/sm-2020-0014","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"1 1","pages":"71-101"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48826544","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 Vocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.
{"title":"Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition","authors":"Cemil Gökhan Karacan, Kenan Dikilitaş","doi":"10.2478/sm-2020-0013","DOIUrl":"https://doi.org/10.2478/sm-2020-0013","url":null,"abstract":"Summary Vocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"17 1","pages":"41 - 70"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48267432","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：