Journal articles on the topic 'Cultural awareness in the context of language acquisition'
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Sidiropoulou, Maria. "Greek and English linguistic identities in the EU." Pragmatics and Society 3, no. 1 (February 13, 2012): 89–119. http://dx.doi.org/10.1075/ps.3.1.04sid.
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Translated and original texts have been claimed to differ with respect to their linguistic make-up. Parallel versions of texts seem to reflect aspects of the identities represented by the respective languages. The study exploits this potential, in the EU context, with a view to raising awareness of linguistic and cultural differences between English and Greek. A descriptive approach to parallel English and Greek EU material reveals aspects of linguistic preference across languages, with reference to the five dimensions of cultural values in Hofstede and Hofstede’s model of cultural relativism (2005). Translation practice can provide evidence of the linguistic manifestation of socially preferred patterns of behavior which determine linguistic action. Aspects of linguistic preference traced in the EU English-Greek translation context are shown against a background of linguistic preference manifested in other genres. Raising awareness of identities across languages is expected to ultimately provide recommendations for quality improvement in the EU translation practice, or how to achieve near-native command in language acquisition, while foregrounding the significance of the experienced socio-cultural realities in the study of meaning making.
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Batoréo, Hanna Jakubowicz. "Metaphorical Competence in Multilingual Context of Language Acquisition and Learning." Psychology of Language and Communication 22, no. 1 (January 1, 2018): 534–56. http://dx.doi.org/10.2478/plc-2018-0024.
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Abstract It has been defended since Gibbs (1994) that in proper contexts people mostly use the metaphorical asset of a message rather than its literal meaning, which means that we tend to express ourselves metaphorically and that conceptual metaphors and metonymies are features of communicative interaction. In the present paper we discuss the notion of metaphorical competence (Aleshtar & Dowlatabadi, 2014: 1895) in the process of language acquisition and learning of a (multilingual) speaker in a multilingual context. Based on previous studies by Sinha and Jansen (2004), Kövecses (2005), Palmer & Sharifian (2007), Gibbs & Colston (2012) and Sharifian (2015), among others, we postulate that research in the area should be centred not exclusively on Language but on interaction in a triangle Cognition - Language - Culture, We defend the way one conceptualises the world is based on bodily experience, and is mediated by culture (cf. Yu, 2003, 2009; Batoréo, 2017a). In this study we present research from different language backgrounds both occidental (European Portuguese, English and Polish) and oriental ones (Mandarin Chinese). It focuses on conceptualization of emotions (e.g., emotional expression of feeling hungry) and moral values (e.g. courage). The analysis shows that it implies culture anchorage and/or physiological and cultural embodiment. We defend that conceptual appropriateness and metaphor awareness play a fundamental role in the acquisition of figurative language (cf. Doiz & Elizari, 2013), which is at least partially motivated, and thus can be object of insightful learning (cf. Boers et al., 2004).
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Dolgunsöz, Emrah, and Monireh Azimzadeh YİĞİT. "A Cross-National Investigation of Cultural Representations in Iranian and Turkish ELT Coursebooks." Acuity: Journal of English Language Pedagogy, Literature and Culture 7, no. 2 (April 29, 2022): 206–19. http://dx.doi.org/10.35974/acuity.v7i2.2780.
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Acquiring second/foreign language competence inherits target culture knowledge and awareness. In this regard, English Language Teaching (ELT) coursebooks play a significant role in culture acquisition especially in an English as a foreign language (EFL) context in which learners have little or no opportunity to practice English outside the classroom. Therefore, the purpose of this study was to investigate and compare the cultural content of local EFL textbooks used in two Muslim countries; Iran and Turkey. Kachru’s concentric model was used to explore cultural contents of Iranian and Turkish 9th grade EFL coursebooks and the data was analyzed through content analysis. Results showed that the Iranian coursebook was vastly filled with native culture along with a few subjects from expanding circle countries such as Russia and China. On the other hand, the main cultural focus of the Turkish EFL coursebook was inner-circle countries while little emphasis was made on native culture. The results were discussed in terms of intercultural competence and material design in the EFL context.
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Takovski, Aleksandar. "Lubricating culture awareness and critical thinking through humour." European Journal of Humour Research 9, no. 4 (December 30, 2021): 1–19. http://dx.doi.org/10.7592/ejhr2021.9.4.535.
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There is an ample evidence supporting the benefits of instructional humour, among which increased attention and interest, information retention and learning speed, more productive learning environment, a more positive image of the instructor, more efficient acquisition of linguistic and cultural competencies, an increased conversational involvement, enhanced cultural awareness and more stimulated critical thinking. However, most of the research findings rely on what is termed appropriate humor such as puns, jokes, anecdotes and alike, while potentially offensive humour that relates to sexual, ethnic, religious, political identity is generally labeled inappropriate and advised to be avoided in the classroom environment. It is in this particular context that this study seeks to test the potential of such humour, sexual and ethnic in particular, to act as a tool of increasing cultural awareness and stimulate critical thinking among university students. To do so, the study relies on an experimental class design combining few in-class and extracurricular activities created by using sexual and ethnic humour samples.
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Baldasaro, Mary McCullum, Nancy Maldonado, and Beate Baltes. "Storytelling to Teach Cultural Awareness: The Right Story at the Right Time." LEARNing Landscapes 7, no. 2 (July 2, 2014): 219–32. http://dx.doi.org/10.36510/learnland.v7i2.661.
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Stories contain the wisdom of the world, teaching cultural values, building community, celebrating cultural diversity, and preserving cultural identity. Where truth is suppressed, story is an instrument of epiphany and develops metaphorical understanding. A storytelling guild in Canada had been a cultural institution for 23 years, so when the center faced permanent closure, members were devastated. The purpose of this phenomenological study was to investigate the moment of this lived experience using interviews and focus groups. Findings indicated story strengthens content retention and language acquisition. These findings led to the development of a project focused on story-centered lessons for teachers.
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Lu, Lucia Y. "MOVIES: THE AESTHETIC INTERDISCIPLINARY DEVICE BRIDGING THE DIVERSITY GAP." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (August 22, 2015): 886–94. http://dx.doi.org/10.24297/jal.v6i1.5178.
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In the course of Exploring Social and Cultural Perspectives on Diversity, a course required for all students of education major, to enhance the teaching of the concepts of multicultural education, and the differentiation of culturally responsive strategies, the author as teacher educator and her students as teacher candidates supplement movies in this course conceptualizing pragmatics, semiotics and aesthetics into literacy education by inviting students of diversity to watch movies, talk about movies, write movies, and act movies. Pragmatics is the study of how language is used for communication in various social and cultural contexts; semiotics is the study of signs like languages, arts, music, dance, drama, films, and paralinguistics which includes the nonverbal communication signals, etc., that human created to mediate the world; and aesthetics is the artistic stance that learners take for responses to literacy experiences. The purposes of this study are multi-functional: to develop the multisensory acquisition of five literacy skills in thinking, listening, speaking, writing and reading in a pleasant and authentic discourse setting. Both students from diversity and mainstream cultures acquire natural language for social interaction. Based on research, most students from diversity need two years to develop the social language, while needing five years to obtain the academic language. The results from this research reveal that audio-visual approach in terms of movies fosters students’ cultural awareness, expedites English as second language acquisition for social function toward academic success and globalization.
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Niculescu, Brândușa-Oana, and Georgeta Obilișteanu. "Exploiting Information and Communication Technologies in Teaching a Foreign Language." Scientific Bulletin 22, no. 1 (June 1, 2017): 38–45. http://dx.doi.org/10.1515/bsaft-2017-0006.
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Abstract Education has to constantly adapt and renew itself in order to be compatible with the technology-dominated world we live in. There has been heated debate over the introduction of information and communication technology (ICT) in the educational process. The ICT, especially in foreign language teaching, has become the researchers’ focus of attention in the last two decades. Today’s armed forces require highly-skilled military personnel to be digitally literate and to have well-developed cultural awareness, intercultural communication ability and critical thinking competence. In this context, foreign language classes in the military higher education system should become an environment in which language, culture and civilisation encounters may be facilitated and enhanced by ICT, promoting the acquisition of knowledge and skills demanded by the exercise of roles that the armed forces have in the international theatres of operations. This paper aims at examining the necessity of introducing ICT in foreign language teaching, pointing to the numerous advantages of using these new technologies. The paper also discusses the new role and skills of the teacher in the context of exploiting the various resources provided by the ICT. In addition, we mention some of the modalities in which ICT can be put to good use in developing the cadets’ foreign language skills.
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BENMOUSSAT, Smail, and Nabil Djawad BENMOUSSAT. "Intercultural Language Teaching: Techniques to Enhance Intercultural Competence in an EFL Classroom." International Journal of Linguistics 9, no. 6 (December 31, 2017): 184. http://dx.doi.org/10.5296/ijl.v9i6.12405.
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The acquisition of intercultural competence requires contact with members of the target language in an as active and direct a way as possible. In this article, therefore, a rather selective ‘broad brush’ approach will be adopted, which will attempt to highlight techniques which might be most helpful to teachers involved in intercultural language teaching. In ordinary classroom teaching, attempts can be made with the traditional techniques such as cultural asides, culture capsules, culture assimilators, role playing and classroom decoration. An ensemble of in-class techniques, have been put forward to address cultural behaviour while teaching language skills, that is, to link ‘the teaching of language to that of culture’ (Kramsch 1991). The proposed techniques contain practical ideas for developing cultural awareness and cross-cultural understanding. They also provide guidance for teachers on adopting traditional techniques to create activities suitable for intercultural learning. The activities can be done with the minimal of resources, and do not need special artistic expertise on the part of the teacher. The examples offer insights and practical guidance on designing cross-cultural activities.
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Ellis, Elizabeth Marrkilyi, Jennifer Green, and Inge Kral. "Family in mind." Research on Children and Social Interaction 1, no. 2 (December 18, 2017): 164–98. http://dx.doi.org/10.1558/rcsi.28442.
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In the Ngaanyatjarra Lands in remote Western Australia children play a guessing game called mama mama ngunytju ngunytju ‘father father mother mother’. It is mainly girls who play the game, along with other members of their social network, including age-mates, older kin and adults. They offer clues about target referents and establish mutual understandings through multimodal forms of representation that include semi-conventionalized drawings on the sand. In this paper we show how speech, gesture, and graphic schemata are negotiated and identify several recurrent themes, particularly focusing on the domains of kinship and spatial awareness. We discuss the implications this case study has for understanding the changing nature of language socialization in remote Indigenous Australia. Multimodal analyses of games and other indirect teaching routines deepen our understandings of the acquisition of cultural knowledge and the development of communicative competence in this context.
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Adlard, Rebecca, Tom Ottway, and Emma Procter-Legg. "Crowd-Sourcing with the Lingobee App." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 4 (October 2012): 17–33. http://dx.doi.org/10.4018/ijcallt.2012100102.
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Many practitioners are currently involved in the exploration of the added value of using M-Learning in language acquisition both inside and outside of the formal classroom. The EU-funded SIMOLA consortium, a Lifelong Learning initiative, has developed the LingoBee app from the seeded JISC-funded project Cloudbank in response to both the perceived need and desire for a learner-centered, crowd-sourced repository of language and cultural items which learners are exposed to in-situ, and also for more trials in the context of informal learning as commented on by Frohberg (2006) and Wright and Parchoma (2011). The functionality of the app has been designed around Web 2.0 features. Current field trials are examining the use of the app in both formal and informal settings. Data are being collected through both quantitative and qualitative methods with reference to perceptions of M-Learning, effects on learners and teachers, and a linguistic analysis of language items captured during the field trials. One of the key aims of the project is to explore whether LingoBee makes a demonstrable difference to learners’ awareness and understanding of both the target language and culture.
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Manegre, Marni. "The influence of outside foreign language and culture exposure in EFL classroom collaborative writing tasks." EuroCALL Review 29, no. 1 (April 20, 2021): 27. http://dx.doi.org/10.4995/eurocall.2021.13194.
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<p>This study examines whether foreign language acquisition can be acquired through sharing information when students participate in knowledge building forums using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge and cultural awareness relating to the foreign language share this information with their peers throughout the writing process. The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish. A pre-questionnaire was used to determine the level of exposure to the English language and English culture outside of the classroom. The students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to the English language and culture. A one-way ANOVA was used to determine whether exposure to the English language and culture outside of the classroom would influence pre-test scores, and there is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17). Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups. In collaborative writing and knowledge building tasks, students learn about the content from their peers, and the information disperses throughout the group where there is a shared understanding of the content upon completion. However, the linguistic and cultural knowledge the students have prior to participating in these tasks do not get dispersed in the same manner, rather, all groups show an improvement in their foreign language skills, but the knowledge of the foreign language does not equalize across the groups.</p>
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Niculescu, Brândușa-Oana, and Georgeta Obilişteanu. "Developing the Cadets’ Communication Competence from an Intercultural Perspective." Land Forces Academy Review 23, no. 2 (June 1, 2018): 136–42. http://dx.doi.org/10.2478/raft-2018-0016.
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Abstract Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.
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Kuo, Shiue-mei. "Evaluating the Ramifications of ESP Vocabulary Instruction through Facilitating Cognitive Processing." Asian Journal of Humanity, Art and Literature 4, no. 1 (June 30, 2017): 59–72. http://dx.doi.org/10.18034/ajhal.v4i1.318.
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This study examines English for General Purposes’ (EGP) words that take on specialized meanings in particular contexts. For English native speakers, it may be easy to differentiate between these according to context, but it is challenging for non-native speakers to build cognitive awareness of the divergence between English for Specific Purposes’ (ESP) and EGP vocabulary usage. There are also conceptual metaphors within the ESP vocabulary that require cultural understanding or unequivocal definition guidance. Strengthening students’ proficiency in navigating the demands of professional fields is the ultimate goal of practitioners. As has been observed during language practice, building ESP vocabulary is the imperative groundwork for non-native speakers to establish their language skills in their specialized occupational fields to enhance employability. This study undertakes a comparison of ESP vocabulary proficiency between an experimental and a control group. The experimental group is comprised of learners who undertook cognitive processing training through learning strategies in business English courses, in which vocabulary was presented to students in ways that aimed to facilitate cognitive processing of ESP vocabulary acquisition. The control group is comprised of learners who took English vocabulary courses adopting conventional approaches toward intensifying their vocabulary volume. The outcome indicates that the experimental group significantly outperforms the control group in ESP vocabulary proficiency level. Examining these two groups allows us to explore the extent of the enhancement rate of vocabulary learning provided by ESP cognitive strategies’ training. Implications for future ESP reinforcement plans are also discussed in accordance with the findings.
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York-Bertram, Sarah, Marie Lovrod, and Lisa Krol. "Decentering Expected Voices and Visibilities through Connective Learning in a Feminist Transnational Bridging Pilot." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 2 (June 23, 2017): 65–83. http://dx.doi.org/10.15402/esj.v2i2.167.
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This paper outlines the learning opportunities that emerged when international students acquiring English for Academic Purposes joined Canadian undergraduates fluent in English for an Introduction to Women’s and Gender Studies. Critical reflections provided by students, course facilitators, and the graduate student researcher were gathered through surveys, interviews, and focus groups that examined experiences of academic internationalization in feminist and language acquisition classrooms, co-designed to engage difference as a valuable resource in community and knowledge-building. Results included development of mutual mentoring relationships across a wide range of educational and cultural backgrounds; honing of international students’ English-language skills through structured, intentional learning opportunities with others fluent in English; deepening awareness of non-western and Indigenous contexts as sites of critical knowledge production; and evidence that international and local newcomers to university campuses have much to offer one another. For everyone involved, there were opportunities to reflect critically on both subject matter and pedagogies of community building; use accessible language to build connections; interrogate knowledge claims emerging from the many contexts that instructors and students brought with them into learning conversations; and practice collaborative knowledge-building by probing the effects of local and global power systems in the learning pathways of students, instructors and institutions.
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YILDIRIM, Sefa. "Raising Historical Consciousness in the Novel “The Giver”, a Dystopic Work According to Social Studies Teacher Candidates." Journal of Education and Learning 6, no. 3 (March 27, 2017): 129. http://dx.doi.org/10.5539/jel.v6n3p129.
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It is known that in many of the developed countries of the world, especially the U.S.A, educators benefit from dystopic works in education and training of the topics such as historical consciousness, metaphors, numbers, color perception and development of language. From this point forth, it can be suggested that dystopic works, as long as they are presented by expert trainers through correct methods and techniques, can provide great benefits for historical consciousness, cognitive, social and cultural development, and especially democratic awareness. The main purpose of this study is to draw attention on the significant contributions that dystopic works can make on historical consciousness and education. The survey is conducted within 2014-2015 academic year in Agri Ibrahim Cecen University Faculty of Education Department of Social Sciences Teaching (4th grade) and views of these participants on acquisition of historical consciousness through the novel “The Giver” are examined through qualitative research method. During the survey, while determining the students’ views, indications concerning the cover and content of the book, as well as the fiction, characterization and narration are obtained and exposed to content analysis. As a result of the survey, it is observed that dystopic works, especially “The Giver” can offer significant benefits for the acquisition of historical consciousness.
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Hrinik, Tetiana. "The practice of interpreting an artistic text. Punctuation as a mean of expressiveness and acquisition of phonation skills." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 50, no. 50 (October 3, 2018): 102–20. http://dx.doi.org/10.34064/khnum1-50.08.
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Background. Actuality of the research theme. The awareness of the importance of mastering the treasures of the native language is dictated by the rapid development of modern Ukrainian statehood. The problems of artistic culture are very acute today, and the educational role of national literature, theater, cinema, broadcasting, television in modern society is increasing. One of the ways of forming a linguistic culture is the constant contact of the country’s population with the artistic word presented at the appropriate professional level. Therefore, the professional skill of the artist-actor as the bearer of the artistic word and the direct interpreter of cultural values embodied in the artistic work becomes of great importance as a means of fulfilling this vital aesthetic-educational mission. Thus, the study of the process of improving the actor’s professional skills of the stage language, the ways of optimizing of modern education in this field seems very relevant. Analysis of recent publications on the research topic. The problems of the culture of speech, the expressiveness of the oral word, the creative nature of the artistic language and its contemporary sound on the stage are highlighted in many scientific works of theatrical teachers, linguists and theatrical scholars, psychologists and sociologists. The special investigations in the field of stage language in recent years are the works of the practitioners of artistic word, the Ukrainian actors and teachers R. Cherkashin, Yu. Sheyko, L. Vazhniova, A. Gladysheva and others. So, Yu. Sheyko pays much attention to the norms of Ukrainian oral literary speech, and insists on the need for the development of the intelligence of a contemporary actor. As the techniques of speech are an integral part of the learning process, the tutorials of L. Vazhniova and A. Gladysheva are devoted to the development of skills of high-artistic embodiment of the work. However, the special studies devoted to the formation of actor voice skills as part of the process of understanding the important role of punctuation marks in the artistic interpretation of the work were not carried out. Methodology, goals, objectives, practical value of the research. The combination of training and creative aspects of the theory and practice of the stage language requires a great deal of methodological flexibility. The proposed article, devoted to the improvement of the actor’s educational activity on mastering the skills of the stage language, uses a complex methodological base, which combines a wide cultural and highly specialized, purely methodical, approaches to the analysis of the process of work on the acquisition of practical skills of the stage language. The first involves entering adjoining artistic spheres – literary and musical; the second refers to concrete – to the practice of stage action. Their combination allows us to construct an optimal algorithm for the work of the actor over the interpretation of artistic text within the framework of the study, which is his goal. Such an algorithm, aimed at perfect mastering the heights of professional skill, can be used successfully in the acting practice of the stage speech. The results of the study. The article emphasizes the importance of the stage of analytical work with literary text, both in a broad historical and stylistic context, and in details, in order to “appropriate” the position of author of the work and, further, create self-own actor’s interpretation. A versatile analysis of the text, preparing it for reading, can be done in this way. 1. Determine the type of work – is this the entire work or a fragment; if this is a fragment, then what is exactly? (Excerpt from the poem, a passage from the ballad, prose, etc.). 2. Having defined the species, it is necessary to give the work the cultural and historical characteristic (at what time it is written, to which national culture belongs, on which social ground it arose, what is the outlook and life positions of the author of the text and peculiarities of his work, the place of work in the author’s creativity, the distinctive features the era in which the author worked, and the one about which the work tells, is the text original or translated etc.). 3. To carry out the ideological-thematic and plot analysis of the work, to determine its main idea, to disclose in connection with it the logical content of the text, to determine what kind of plot vicissitudes prevail. 4. To analyze, how much the author turns to sensual, visual, auditory phenomena. 5. Identify and “view” the spectacular content of the text. 6. It is necessary to understand what the form of a work is, which stylistic and author’s techniques are used to create an artistic whole. 7. On the basis of such a detailed analysis, one should check the first impression of the whole and redefine the content-like structure of the work. 8. Determine the personal attitude to the work. 9. To work on the “vision” of the text. 10. Based on our findings and in depth study of the work, we should outline the line of the dynamic and tempo-rhythmic interpretation of the work. Assistants of the actor in the awareness of the author’s intention become punctuation marks, which also mark the way to artistic expression of speech. Like a musician, an actor should distinguish them by intonation: by changing pitch, volume, tempo, rhythm of speech. Therefore, in our opinion, the creative using of analogies with musical syntax (pauses, leagues, rubato, etc.) and with performing touches of a musician (legato, marcato, etc.) is appropriate in working on the stage speech. The next key point in creating a convincing stage interpretation is his own acting “visions” (K. Stanislavsky’s term), which the performer creates in his imagination based on his previous sensual, intellectual, life experience. Tied to a verbal text, they make it possible for an actor to experience an emotoin of such a force that is able to establish “feedback” with the audience at the time of the stage embodiment of the work. Conclusions and perspectives of the research. The presence of a “feedback” with audience is a prerequisite for the fact that the stage speech, as a special kind of literary language and, at the same time, a socially prestigious form of communication, forms a linguistic culture. It is inextricably linked with the development of society and is the bearer of language traditions of the people. Therefore, the prospects of studying the speech art are seen in the ways of its improvement: the creative decision of the main tasks of the course of the stage speech, the most important of which is a full and meaningful presentation to the audience of art intention through a set of skills aimed at voice expressiveness, precision of diction and clarity of pronunciation in the process of theatrical communication. Punctuation is the way to expressive speech. Punctuation marks discipline our language, and this must be remembered by everyone – students, actors, everyone who is working on a language, because excessive hastiness is the greatest enemy of beginners.
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Peredo, Karen. "the Learning Spanish language and culture." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 7, 2022): 23–24. http://dx.doi.org/10.24135/pjtel.v4i1.141.
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Developing intercultural understanding is vital in language education; with this in mind, this project creates an online language-learning tool with the intention of increasing secondary students' intercultural communicative skills and practicing the Spanish language through scripted content that encourages social interactions. This virtual learning environment (VLE) features 360-degree video recordings of a native Spanish speaker acting as a significant historical figure. Students are encouraged to engage in one-on-one dialogues as part of digital selectable modules which are centred around the influential character’s main life events; these modules present vocabulary in different contexts. The footage is recorded in a green screen studio and features are added in post-production. Participants can opt to watch a video narrated by the historical character about past events to only develop listening skills. However, this resource intends to represent a real-life communicative experience through social interactions with a native speaker. Thus, the character prompts questions and users can opt type or select provided answers - voice recognition is a desirable feature that depends on finding suitable software. The actor is encouraged to offer non-verbal reactions such as facial expressions to encourage examinations of those responses. The goal is to promote intercultural communicative competence (ICC) via online interactions. By scaffolding learning, interactions will develop language skills to succeed in today's globalised world, stimulate reflective practices and inspire social action.
This project-based research will evaluate, review, and analyse literature regarding distance-learning approaches, student-centred theories and means by which ICC can be facilitated and promoted in digital education. A framework is devised considering pedagogical aspects for its effective use. Firstly, VLE supported by constructivism promote interaction between learners and content; student involvement in the construction of new knowledge is imperative (Whitlock, 2017). New knowledge is built on prior knowledge and influenced by social experiences as connections to the real-world increase engagement and make learning relevant (Reid-Martinez & Grooms, 2021). Similarly, heutagogy promotes active participation, autonomy and self-determination to learn (Blaschke, 2012). Online learning allows students to take ownership of their education, enhancing skills of self-direction. As a result, language students’ roles change from passive learners to confident speakers able to communicate with native speakers on digital platforms (Tolosa et al., 2021). Correspondingly, concepts of ICC and intercultural citizenship (IC) are integrated into the framework to enhance students' abilities to value their culture, to relate to others meaningfully and to promote active and collective social action (Byram, 2021). Subsequently, key elements will be categorised and implemented to create a platform that fosters Spanish language acquisition. During the process, a script is devised which includes cultural aspects of the language, prompts language practice and generates instances where interactions could occur. Video performances are recorded, edited, and revised. Additionally, a prototype is presented to a focus group consisting of language experts to provide feedback. To evaluate its usefulness, quantitative data will be collected via online surveys; close questions with ratings will be part of the questionnaire to investigate participants’ experiences. Pre and post surveys implementing questions from the intercultural sensitivity scale (Chen and Starosta, 2000) and ICC scale (Arasaratnam, 2012) are provided. The panellists' feedback about their experience with the prototype will be integrated for further modifications. Qualitative data will be gathered through observations, interviews and discussions with undergraduate students and/or specialist panellists. This data will be transcribed, organised and examined following naturalistic interpretive analysis (Aguayo, 2014) to measure changes in users’ awareness about ICC skills. This project promotes the development of skills necessary to become intercultural citizens through immersive, 360-degree footage of real-world scenarios that are not possible in traditional classroom settings.
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Zhura, V., and J. Rudova. "Developing Communicative Competence in Students of Higher Medical Schools." Medical University 2, no. 1 (January 1, 2019): 1–4. http://dx.doi.org/10.2478/medu-2019-0001.
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Abstract Communicative competence has been the central point of a great number of English for specific purposes (ESP) studies. However, its relevance to second language acquisition by medical students and attainability are still to be established as the critical evaluation of the present findings may help to create a valuable inventory for practical use in a classroom. The review set out to explore the present-day concept of communicative competence with regard to ESP teaching and ways of its development in students of medical universities. It analyzed the structure of the concept of communicative competence generally viewed as comprising both linguistic and extralinguistic constituents. Special emphasis was placed on the aspect of enhancing competitive competence through students’ involvement in oral communication. One of the most effective ways of developing communication skills in ESP classes in medical schools is exposure to authentic communication using Internet facilities. The videos should be thematically adjusted to the students’ professional needs and correlate with their level of linguistic and professional expertise. This approach helps to accomplish a number of teaching goals such as providing students with the information about the framework of speech events iterative in medical and academic spheres, communication patterns used in them, and raising their professional and socio-cultural awareness. It also aims to develop their ability to perform speech activities within a wide range of professional and academic contexts. The review made it possible to identify efficient reproductive and productive teaching methods to be employed.
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Gaitniece, Lāsma. "Transdisciplinaritāte studiju kursa „Latviešu valoda kā svešvaloda” īstenošanā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 74–86. http://dx.doi.org/10.37384/va.2020.16.074.
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Each year international students from Asia enroll in the study programs implemented by the Faculty of E-Learning Technologies and Humanities of Riga Technical University. It is interesting to note that some of these students come with the preliminary knowledge of the Latvian language at level A2 and some even at level B1 according to CEFR, which they have acquired in their home country. Therefore, one of the tasks the instructor should complete within the study course “Latvian as a Foreign Language” is to select appropriate pedagogical contents and methods that would not only facilitate acquisition of a foreign language, but would also promote positive attitude to the country and culture which language is being acquired. Adoption of the transdisciplinary approach is one of the options. Resting on these premises, the paper analyzes the experience of the author through the prism of trans-disciplinary pedagogical approach. Delivering the study course “Latvian as a Foreign Language” to the students with preliminary knowledge, the instructor shall not focus solely on expanding student vocabulary range and training in grammatical regularities. It is important to develop understanding about the cross-cultural dialogue and include the elements of creativity in the curriculum. Both components are connected with the transdisciplinary approach. Transdisciplinary pedagogical approach may be really challenging for the instructor. Interest, involvement and eagerness to expand one’s knowledge play a crucial role. Attitude becomes a category of self-education. One of the options implementing the above-mentioned approach is to invite a guest lecturer – a professional in a definite field – to deliver a class together. It is not only the students who benefit from this practice but also the instructor, as in such a way self-education process occurs. Transdisciplinary pedagogical approach opens to both students and the instructor a wider, more comprehensive perspective on different areas of research and culture, their interconnectedness and contexts, as well as promotes awareness of the fact that the borders among the areas are not set but rather are flexible. Before delivering a practical class based on the transdisciplinary approach, it is necessary to design a precise action plan comprising several action points: selection of the relevant theme and a guest lecturer, getting ready for the class, delivery of the transdisciplinary class, polling the student after the practical class, or getting feedback. Only successfully completing each action point included in the plan both students and the academic staff may reach the desired positive outcome.
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Hinchion, Carmel. "Student English teachers: participatory learning and developing identities-in-practice." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 238–51. http://dx.doi.org/10.1108/etpc-10-2016-0123.
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Purpose This paper looks at how participation in a community of learners can be a resource for learning and identity making (Wenger, 1998). The paper is an interpretation of the selected pedagogical scripts (learning journals) of three student teachers in an English Pedagogics module over a 13-week period in one university context in the south of Ireland. The paper highlights how participation is both a personal experience and a social process, and how the mind is a distributed force in meaning making and a socially mediated phenomenon. The paper draws attention to how sociocultural theory and the concept of participation can extend and support our understanding of learning. Design/methodology/approach The analysis is deductive and interpreted through an existing literature frame. In contrast to “indigenous concepts” inducted from the data the author draws on Patton’s (2002) notion of “sensitizing concepts” which have their origins in social research theory and the research literature: “Sensitizing concepts give the analyst ‘[…] a general sense of reference’ and provide ‘direction along where to look’ (Blumer,1996: 148). Using sensitizing concepts involves examining how the concept is manifested and given meaning in a particular setting or among a particular group of people” (p. 456). Connecting the theoretical sensitizing concepts of “participatory learning” and “identities-in-practice” to the data set of learning journals, three emblematic themes emerge: “Using cultural artefacts to generate teacher identities”, “Participation as learning” and “Challenges of participatory learning”. Findings The narrated excerpts from student English teachers’ learning journals, read in the light of sociocultural theory, highlight the process of rendering an identity in participation. Student teachers have worked towards conceptual reach, emotional awareness, experiential understanding and understanding scaffolded learning practices. Research limitations/implications The reading of student teachers’ written work in this paper is both particular and partial and aims to illuminate understandings of the practices and processes of participatory learning rather than make generalizable and validity claims. The student cohort is small and is not representative of larger classes. Practical implications Wenger (1998) writes that it is the experience of meaning that counts in our human endeavours and in this study the author focuses on student teachers’ meaning making as they develop a professional identity through participation. Dam and Blom (2006) stress that the acquisition metaphor for knowledge is not adequate in preparing student teachers and he makes the case for a balanced coexistence with the participation metaphor. In this paper, the author focuses on the practice of participation for learning. Social implications Hall et al. (2014) explain that sociocultural theory has significant explanatory power for understanding and supporting learning. They claim that, particularly in Western societies, learning is often seen as individual, decontextualized and focused on discrete bodies of knowledge. They welcome the sociocultural perspective which does not divorce the individual from their context and highlight how participating with others has a powerful impact cognitively and emotionally. Originality/value There has been a dearth of empirical studies focusing on the process of participation in rendering an identity. In this paper, the author has theorised and explicated the process of participation and participatory learning. Participation in the practices of teaching, enriched with reflection and inquiry (Cremin, 2009), has the potential to change the pointing rituals (Sumara, 1996) of teaching and deepen the learning. Furthermore, through such activity, desired behavioural gestalts can be embodied, and the perennial theory practice divide in initial teacher education has the potential for more integration.
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Schmidt, Richard. "Awareness and Second Language Acquisition." Annual Review of Applied Linguistics 13 (March 1992): 206–26. http://dx.doi.org/10.1017/s0267190500002476.
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One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.
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Beresova, Jana. "Authentic Materials – Enhancing Language Acquisition and Cultural Awareness." Procedia - Social and Behavioral Sciences 192 (June 2015): 195–204. http://dx.doi.org/10.1016/j.sbspro.2015.06.028.
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Holovashchenko, Serhii. "Ukraine in a symbolic "biblical world": historical lessons and perspectives." Ukrainian Religious Studies, no. 90 (March 31, 2020): 14–33. http://dx.doi.org/10.32420/2020.90.1814.
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The article analyzes the cultural and civilizational consequences of a long experience of Ukrainians' perception of the biblical picture of the world and the corresponding principles of its development. The author's reasoning is based on the thesis that the very acquisition of the Bible as a sacred text created the space of a common language - the language of values and the language of symbols. The present "European world", even as a globalized phenomenon, has historically emerged as the embodiment of an ideal, symbolic "biblical world". In turn, the over-millennial affiliation of Christianized Ukraine to the "biblical world" has become an extremely important symbolic marker and cultural and ideological factor of civilization.
Adopting the principle of biblical historicism coupled with the idea of biblical history as a universal, universal Holy History of Salvation, our ancestors, along with other Christianized peoples, were given the chance to see themselves as full participants in world historical drama. The same universal principle led to the formation of a new model of interpersonal communication - communication, which united families and tribes in nations, and nations into international unity. We still know this unity as Europe - either staying in it or seeking to rebuild and strengthen its ties with it. And, despite the fact that this unity always seemed to be a political, cultural, civilizational unity, it was basically a spiritual and mental unity. The “biblical world”, as a center of norms and symbols, was embodied in the various social and cultural forms of the great Europe.
The author outlines a panorama of common cultural ideas and values that have been learned by our ancestors over a thousand years ago, the source of which is the biblical worldview. In particular, the idea (and at the same time the value) of indisputable and unceasing progress is analyzed — as the idea of historical progress in the development of each individual, each local society, as well as humanity as a whole. It is shown that the possibility of such progress is justified by the affirmation of the value of personal creative effort in the transformation of the world — an effort that involves creativity and initiative. The basis for the creative world transformation for the human development is the value of rational (including scientific) knowledge of the world.
However, it has been shown that the ideas of progressism, personal creative activism, rationalism and pragmatism in the European mentality are substantially counterbalanced by several important values, which are also of biblical origin. In this context, the idea of personal and collective responsibility for what humans is being done in the world is emphasized. This value — as the maxim of socially significant behavior — in our culture is a powerful safeguard for personal or group selfishness and particularism.These values can be realized in a system of constantly updating communities. Community, communication is the basis of a a fulfilling personal and collective life, both religious and secular.
On the concrete examples of the analysis of the reception of the European biblical experience by the figures of the Kiev theological tradition of the late XIX - early XX centuries, the author demonstrates the perception by the Kiev authors of this period of polyphonic unity of the European world, the normative and symbolic core of which was the Bible. The author reasonably argues that by comparing the foreign experience of mastering and applying the Bible with the domestic, "home" situation, Kiev theologian researchers objectively strengthened the idea of a universal "biblical world". The "biblical world" - as the unity of the spiritual-symbolic and ethno-geographical principles, is, to put it now, the "geopolitical phenomenon" - has been globalized and modernized. As a result, there were also challenges to Ukrainian culture and society. These challenges remain relevant every time we attempt modern Ukrainian state and national-cultural construction.
The author's current conclusion is that even now our self-awareness as Europeans, as full members of the global community of nations, requires us to read the Bible as a source of meaning shared with the rest of the world, with the experience of other nations.
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Petrenko, L. "SPIRITUAL AND MORAL UPBRINGING OF PERSONALITY IN THE CONTEXT OF CRE- ATIVE HERITAGE OF GRIGORIY VASHCHENKO." Pedagogical Sciences, no. 72 (August 16, 2019): 95–102. http://dx.doi.org/10.33989/2524-2474.2018.72.176128.
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The article deals with the problems of formation of spiritual and moral values of children in the creative heritage of the great Ukrainian teacher Grygoriy Vaschenko. The author analyzes the main approaches of the teacher to the tasks of spiritual and moral upbringing of youth. The deep significance of the scholar's opinion on the assimilation by younger generations of national traditions, cultural heritage of the people and the presence of the ideal for imitation is emphasized. The importance of the Christian foundation in the formation of two basic principles of the educational ideal – Christian morality and Ukrainian spirituality is characterized. The expediency of the Ukrainian teacher's explanation of the strategy of close interaction of such institutes of education as the family, educational institutions, church and society is shown. It is proved that the spiritual and moral aspects of the heritage of G. Vashchenko are basic in the conception of the Ukrainian educational ideal.The modern paradigm of education involves recognizing man as the main value that develops in conjunction with the global world. The ideas and thoughts of G. Vashchenko are needed today in Ukraine, especially in the development of the national education system, in particular on such important issues as spirituality and morality. The purpose of the article is to study the role and place of the spiritual and moral upbringing of the individual in the development of the concept of the Ukrainian educational ideal in the heritage of the outstanding Ukrainian teacher of the twentieth century G. Vashchenko.The analysis of the scientific works of G. Vashchenko proves that the problem of the spiritual and moral upbringing of the individual is one of the leading in the creative heritage of scientist. Since morality is closely linked to the nature of man, the conditions of his life, religious be liefs, then there are systems of morality inherent in individual peoples, - said G. Vashchenko. The system of morality of every nation characterizes the solution of the main issues: the nature of man, the main purpose of his life and the criteria of morality. According to the educator, most of the population in Europe, America and Australia adhere to Christian morals. The pedagog is convinced that the ideal of the Ukrainian is based on two basic principles: Christian morality and Ukrainian spirituality. G. Vashchenko developed a model of the educational ideal of Ukrainian youth, in particular aspects of the theory of national moral education ("Education of the will and character" (1952-1957), "Education of love for the motherland" (1954), "Educational ideal" (1964), "Moral Christian and communist "(1962).G. Vashchenko noted that the norms of morality were created, perfected by the Ukrainian people for centuries. He believed that the family values laid the foundation for the purity of relations in the family, regulate the relations of different generations, promote the development of such concepts as marital fidelity, become the constituent elements of culture inherent in Ukrainians and their historical heritage. It is in the family that the foundations of the formation of moral values in children are laid, the need for their mastering is raised. The teacher emphasized that in the process of moral education of a person it is necessary to form in it a national awareness, love to his native land, language, customs, traditions. The moral education of G. Vashchenko is inseparable from religiousness. G. Vashchenko emphasized the importance of moral and religious education of youth. He paid special attention to the upbringing of patriotism in the Ukrainian youth on a Christian basis G. Vashchenko saw the moral and spiritual perfection of personality in the education of love for work.In solving the problems of moral education, the teacher paid special attention to the formation of such qualities in personality as availability of a worldview, based on an idealistic-religious basis, high principles, honesty, humanity and kindness, sociability and solidarity, courtesy, respect for the elders, restraint in behavior and utterances; discipline, tolerance, ability not to be lost in defeats, decisiveness.Analyzing G. Vashchenko's creative heritage, we draw the conclusion that in the concept of national education, developed by the teacher, the problems of spiritual education of Ukrainian youth take on a priority place. According to G. Vashchenko's heritage, the path to spirituality lies: first, through the acquisition of national culture - folklore, literature, and art; and secondly, through the transfer of traditions, customs that are national in nature; and thirdly, due to the increase in the level of consciousness of citizens. The system of values of the rising generation should be formed in such a worldview, which is based on spiritual and moral components.Thus, the study leads to the conclusion that G. Vashchenko's pedagogical heritage is based on the Christian traits of education and aims at the revival of morality in society and the resolution of one of the most important tasks by the Ukrainian people: to bring to a high level their spiritual culture, education, science and art, to become at the same level with the advanced peoples of Europe and America.The study made it possible to distinguish the following provisions: first, in the concept of the Ukrainian national educational ideal, the main role is assigned to the formation of spiritual and moral values; secondly, the spiritual and moral upbringing of the individual in the concept of the Ukrainian-educational ideal takes the priority place; thirdly, the principles of Christian morality and Ukrainian spirituality must necessarily be combined with national values; fourth, the ways of forming the basic principles of the Ukrainian educational ideal are closely linked to the means of religious education, the formation of a person's outlook through the influence of the family, school, language, the acquisition of national culture, the transfer of traditions, customs; fifthly, in the formation of spiritual and moral values, an important factor is the close interaction of such institutions of education as the family, educational institutions, the church and society.
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Siliņa-Jasjukeviča, Gunta, and Aīda Rancāne. "OWN AND OTHER: CONTENT AND METHODOLOGY OF TRADITIONAL CULTURE IN PRIMARY EDUCATION." Via Latgalica, no. 8 (March 2, 2017): 102. http://dx.doi.org/10.17770/latg2016.8.2233.
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At the given moment, the traditional exists in a post-functional situation – many traditions are not getting inherited from generation to generation. If traditions are not transferred by acknowledging the old ones and by expressing them anew – they simply disappear. The freedom of a person to “carry out” his or her affiliation to a certain cultural space gets endangered. How can it be possible to strengthen one’s local, Latgalian cultural capital by learning and comprising the traditions of other regions of Latvia?The aim of the study is to draw attention to the issue of learning the traditional culture within the margins of primary education in regions of Latvia, including Latgale by actualizing the discussion about the importance of preparing contemporary teaching aids for acquisition of the traditional culture and language within different primary school subjects. In the article, the functioning of traditions and their learning is analysed by using the opposing terms “one’s own – alien/ different” as a universal, persistent notion in the binary worldview, by inviting to see within the alien not only the destructive, the opposite to one’s own, but also the forces that initiate the getting to know of the different, and allow it to become useful, usable, or refutable. A conceptual insight is offered within the context of the issue of creating a learning aid and selecting and arranging the content of Latvian regional traditions for the said aid in order to carry out a meaningful primary education for a student.The contraposition of terms “one’s own – other” is analysed as a universal, durable notion in the binary worldview. “The other begins, where one’s own ends, and this boundary moves along with the person” (Байбурин 1993: 185). One tends to see in the other not only the destructive, the contrary to one’s own, but also the powers that have initiated the creation of person’s world. In modern culture, the opposition of “one’s own – other” is being replaced by the opposition “one’s own – different” by getting to know the different, it can be allowed to become useful, applicable or rejectable.To arrange the surroundings of a person in the manner of a world, first a home is needed. To reside means to be somewhere familiar and intimate, in one’s own territory, and it is indispensable in order to specify oneself, to aggregate oneself. It is also a place where an encounter happens with the other, the different. On the other hand, often it is the different that allows one to perceive oneself as a unique entity and to recover one’s identity amidst the many changes and transformations.Learning the traditional culture of one’s region in the family and school is residing, being together with one’s own culture. Recognition of that which is one’s own, getting to know it, remembering it is an important condition for building one’s identity, which begins in childhood.A mechanical reproduction of the forms of traditional culture is useless. With the intermediation of personal meaningfulness, the socially significant norms and cultural values are made tangible in the mind of an individual and turn into inner motives of his or her actions and behaviour.It is important for the modern person to understand the traditional mechanism of thought, the system of perceptions and rituals, the reason behind them by using critical thinking already before beginning to learn about traditions, thus approaching the spiritual horizons of the archaic. By getting to know the different, it can become useful, applicable or rejectable.Within the concept of the content of the traditional culture it is important to respect the concepts and the principles that characterize every era and its society in general. Those are: time, space, participants, rituals, and results. The traditional culture can be incorporated in learning every area of basic education – the content of all subjects: languages, basics of technology and sciences, art, man and society. Traditional festivities offer the systemic and systematic option of absorption of the diversity of cultural traditions by using the content of different subjects of the basic education as a meaningful tool. Within this kind of education the artificially created margins of subjects disappear – life is reflected as a whole.Modern didactic concepts in creating useful insights suitable for learning the traditional culture are found in the empirical approach and action theory (Dewey 1979; Gill, Brockbank 2004; Griffin, Holford, Jarvis 2003; Kolb 2000; Леонтев 2005) that accentuates the significance of the personal experience and activity of an individual in constructing a new experience and comprehension, in the theories of personal development accentuating the part society and cultural space play in the process of the becoming of a personality (Bronfenbrenner 1989; Rogoff 2003), in the critical thinking approach the use of which in the education of an individual provides them with a deeper understanding of the changing reality (Kolb 2000; McWilliam, Taylor 2012). Experience about one’s regional traditional culture can be obtained in a theoretical and cognitive way, but the true depth of the cultural awareness is revealed only, when those traditions are being applied. Celebrations consolidate people of different generations within a common experience. By celebrating together with those close to child, that child will not question the importance of traditions. Learning by cooperating with people from different generations is one of the most important principles in the practice of the traditional culture. The meaningful understanding forms easier if a practical activity with a specific material takes place within a specific environment. Experience strengthens the connections to the surrounding world.
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Bhattacharya, Rajib, and Sharmila Maity. "Awareness of and Attitude towards Learning of Non-english foreign Languages among Higher Secondary, Graduation and Post-graduation Students in the City of Kolkata - An Empirical Study." SDMIMD Journal of Management 4, no. 1 (March 1, 2013): 10. http://dx.doi.org/10.18311/sdmimd/2013/2682.
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The globalisation spree among the emerging economies is enhancing the integration of the economies of the world with their own economies. India is no exception as it is evidenced by the increasing FDI flow and cross-border mergers and acquisitions not only in monetary values but also in number of countries involved. This trend can be accelerated, if the work force of our country as well as those of other nations of the world become more appreciative of each others' cultural aspects. One way to augment mutual appreciation of each others' cultures is knowledge of foreign languages, i.e., languages of different nations. This facilitates cross-cultural management and synergistic utilisation of cultural diversities. With increasing degree of globalisation, more and more countries are coming in contact with each other through trade and commercial activities. The dependence on English as the global language is thus diminishing fast. Knowledge of different national languages offers significant benefits like harnessing overseas opportunities, accessing cultural riches of immigrant communities, and reducing cultural clashes. The benefits of knowing different foreign languages include assisting in grasping another way of thinking, enhancing memory, critical thinking, and study skills. In business, communication and negotiation skills improve with knowledge in foreign languages. Students form the future of any economy. This paper aims at assessing the awareness of and attitude towards learning non-English foreign languages among higher secondary, graduation and post-graduation students, both from professional and academic streams in the city of Kolkata and suburbs. The paper also suggests ways to motivate students to learn foreign languages along with their normal course of study. This will help them to enhance their employability not only in India but also abroad. Moreover, at a macro level, the quality of human capital in India will be held in higher esteem by the global community. Prospective sectors in India e.g. social work, medicine, law, international business, community organising, foreign service, journalism, hospitality, education, etc. will be highly benefited, if the linguistic capability of the work force is enhanced by the knowledge of other foreign languages as there will be more international participation both inward and outward in these sectors. This will pave the way for accelerated integration of the Indian economy with the global economy.
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Markey, Michael. "Linguistic plurality in context." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 3–28. http://dx.doi.org/10.3828/ejlp.2022.2.
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Educational objectives and research have moved from a “monolingual bias” towards a multilingual perspective in comprehending the complex nature of multiple language acquisition. This shift has been echoed at an institutional level, with supranational bodies such as the European Union and the Council of Europe promoting multilingualism in and through education. A similar dynamic has emerged in Ireland, where there has been a move away from a “bilingual bias” towards a focus on multilingualism. While Irish educational policies have indeed shifted to support multiple language acquisition at school, obstacles remain regarding students’ ability to harness experiences with different languages. This article examines the nature of these obstacles and identifies their impact on learning French as a third language through quantitative and qualitative data gathered in both English- and Irish-medium schools. Questionnaire data provide insights into barriers to forging multilingual links, while interview data focus on specific examples of strategy transfer between languages and the emergence of metalinguistic awareness. Our findings, along with research and policy initiatives at European and Irish levels, are subsequently discussed in order to identify potential opportunities for supporting multilingual teaching practices and language policy in the Irish context and beyond.
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Markey, Michael. "Linguistic plurality in context." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 3–28. http://dx.doi.org/10.3828/ejlp.2022.2.
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Educational objectives and research have moved from a “monolingual bias” towards a multilingual perspective in comprehending the complex nature of multiple language acquisition. This shift has been echoed at an institutional level, with supranational bodies such as the European Union and the Council of Europe promoting multilingualism in and through education. A similar dynamic has emerged in Ireland, where there has been a move away from a “bilingual bias” towards a focus on multilingualism. While Irish educational policies have indeed shifted to support multiple language acquisition at school, obstacles remain regarding students’ ability to harness experiences with different languages. This article examines the nature of these obstacles and identifies their impact on learning French as a third language through quantitative and qualitative data gathered in both English- and Irish-medium schools. Questionnaire data provide insights into barriers to forging multilingual links, while interview data focus on specific examples of strategy transfer between languages and the emergence of metalinguistic awareness. Our findings, along with research and policy initiatives at European and Irish levels, are subsequently discussed in order to identify potential opportunities for supporting multilingual teaching practices and language policy in the Irish context and beyond.
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Campi, M., R. Catuogno, A. di Luggo, D. Iovane, and D. Palomba. "Discovering hidden architectures of ancient time: 3d data survey to reveal the myth of mithra in Santa Maria Capua Vetere." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-5 (June 5, 2014): 121–28. http://dx.doi.org/10.5194/isprsarchives-xl-5-121-2014.
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The research illustrated in this paper is part of a wider testing ground, aimed at identifying and developing processes of le arning and development taking place in archaeological contexts. These sites are investigated through the use of advanced technology, based on integrated methods of survey of new generation. The aim is to identify alternative languages of representation, able to read and to represent effectively the analyzed object and to propose alternative enjoyment systems. The case study is the Mithraeum in Santa Maria Capua Vetere, for which were carried out surveys with non-contact techniques, based on the use of instrumentations, for the acquisition of colorimetric and metric informations, that exploit a non-invasive approach. Data coming from laser scanner's sensors, combined with GPS receivers, are processed to define a three-dimensional centimetric space, in a single reference system of individual scans. Purpose of this research is to identify representation techniques able to communicate the sense of the multiple interrelations and of interferences among parties, providing the subsequent insertion of data into a wider project of cataloging, fruition and valuation of cultural heritage. The chance to diffuse Digital surveys is now a possible and implementable reality. The purpose is to spread awareness of World Heritage, in a participatory manner and based on the spiri t of knowledge, conveying all the strength of cultural content that heritage has.
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Treutlein, Anke, Isabelle Zöller, Jeanette Roos, and Hermann Schöler. "Effects of phonological awareness training on reading achievement." Written Language and Literacy 11, no. 2 (March 24, 2009): 147–66. http://dx.doi.org/10.1075/wll.11.2.03tre.
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Phonological awareness is usually considered to be an important prerequisite for success in literacy acquisition. Children who had phonological awareness training in preschool not only show a better performance in phonological awareness tasks at elementary school but also perform better in reading and writing than untrained children. As part of the EVES longitudinal study, reading and spelling skills of 1520 children who entered school in the fall of 2001 and 2002 were assessed throughout elementary school. The comparison of a matched sample of 107 trained with 107 untrained children shows that untrained children are outperformed by trained children in reading. The best training effects can be found with girls while boys seem to profit from the intervention only towards the end of elementary school. Training phonological awareness in preschool thus facilitates reading acquisition, even if there are other important influencing factors (e.g. class context).
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Ech-Charfi, Ahmed, and Anouar Duieb. "Language Acquisition in the Context of Transit Migration." Komunikacija i kultura online 13, no. 13 (2022): 18–43. http://dx.doi.org/10.18485/kkonline.2022.13.13.2.
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Yu, Yangyang. "Understanding, Thinking and Exploring: Cultural Teaching of Vocabularies under the New English Curriculum Standard." Journal of Humanities and Education Development 4, no. 5 (2022): 58–63. http://dx.doi.org/10.22161/jhed.4.5.8.
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English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.
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Saito, Kazuya. "Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation." Second Language Research 35, no. 2 (April 19, 2018): 149–72. http://dx.doi.org/10.1177/0267658318768342.
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The current study longitudinally examined a crucial individual difference variable – i.e. awareness (operationalized as explicit attention and articulatory knowledge) – in adult second language (L2) speech learning in the context of 40 Japanese learners’ English /ɹ/ pronunciation development in an EFL classroom. The participants’ speech, elicited from word reading, sentence reading and timed picture description tasks at the beginning and end of one academic semester, were analysed in terms of three acoustic dimensions of English /ɹ/: third formant (F3), second formant (F2) and duration. Whereas the participants showed gains in the relatively easy aspect of the English /ɹ/ acquisition (F2 reduction for tongue retraction) as a function of increased L2 input, their explicit awareness of accurate English /ɹ/ pronunciation played a significant role in the acquisition of the relatively difficult dimension (lengthening phonemic duration). The awareness-acquisition link was not found, however, for the most difficult dimension (F3 reduction for labial, alveolar and pharyngeal constrictors) at least within the timeframe of the project.
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Pocinho, Margarida, Agnieszka Olczak, and Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines." Problemy Wczesnej Edukacji 40, no. 1 (May 25, 2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.
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This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.
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Chen, Xuebin, and Yi Feng. "Design of Multi-text English Reading Instruction Aiming at Cultural Awareness Cultivation." International Journal of English Language Teaching 10, no. 4 (March 15, 2022): 20–34. http://dx.doi.org/10.37745/ijelt.13/vol10n4pp2034.
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The reading classroom is a main place for English teaching and cultural awareness cultivation. However, the limitations of the traditional English reading class with single reading material cannot meet students’ needs of comparing and discriminating among different cultures, which leads to the fragmentation of students’ acquisition of cultural knowledge and a one-sided understanding of cultural phenomena. Considering this context, the author combines the elements of multi-text reading, takes the cultural awareness cultivation objectives in the new curriculum standard as the basis to construct a multi-text reading teaching framework aiming at the cultivation of cultural awareness which includes teaching objectives, teaching contents, teaching process, and teaching evaluation.
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Pallotti, Gabriele. "Towards an Ecology of Second Language Acquisition." EUROSLA 6 55 (January 1, 1996): 121–34. http://dx.doi.org/10.1075/ttwia.55.10pal.
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Recent work in second language acquisition research has seen a renewed interest in 'external factors' affecting the acquisition process. However, few studies have adressed the question of how the interactional features of the social context in which naturalistic learning takes place, can influence second language development. The research presented in this paper is an attempt to fill this gap, in applying a 'language socialization' (Schieffelin & Ochs, 1986) perspective on non-instructed second language acquisition. The subject of the study is a Moroccan five-year- old girl, who was videotaped in an ethnographic study of her acquisition of Italian as a second language. This approach allowed to collect data both on the girl's linguistic development and on the socio-interactional environment in which it took place. It was thus possible to investigate the systematic relationships between interlanguage and its context of acquisition. This preliminary investigation focuses on three different language levels. The first is the lexicon: the very first words learned by the girl can be shown to have a particular relevance for the nursery school's communicative economy. The second area of investigation is morphology. Here, too, one can see how some of the first grammatical morphemes acquired, diminutives and superlatives, played a role in facilitating the learner's socialization. Finally, an examination of how syntactic structures were initially produced, shows that sentence construction was influenced by the interactional needs of the speaker in a particular communicative context. It is argued that all these aspects of second language acquisition can -at least partially - be explained by reference to the socio-cultural context of learning. Given the importance recently attributed to interaction as one of the most powerful determinants of naturalistic second language acquisition, it is suggested that the study of the sociolinguistic environment - or the 'ecology' of second language acquisition - is a profitable direction for future research.
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Vogel, Jerca. "Understanding language awareness in the first language teaching in Slovenia as a “traditional monocultural“ society." Journal of Language and Cultural Education 3, no. 2 (May 1, 2015): 22–31. http://dx.doi.org/10.1515/jolace-2015-0011.
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Abstract In the didactics of the Slovenian language as the first language the term language awareness is related primarily to the identity function of standard language as the most important element of the national and cultural awareness, while the conception of language awareness, based on the functional linguistics, has been put forward only in the last decade. Therefore, the main issue is how to understand language and linguistic cultural awareness in a society which is traditionally considered “culturally monolithic”, and how they should be dealt with in the first language teaching. In attempt to find the answer, first main features of both the language and linguistic cultural awareness are presented: their levels, components and emphasized language functions. It is evident that a person’s linguistic activity and his/her linguistic identification are inseparable. Because of this, the development of language and cultural awareness in the context of two models of first language teaching is discussed later on. In the model aimed at the development of functional communicative competence they are developed optionally and unrelated to each other. Only the model which aims at critical communicative competence allows developing them closely related to each other and to critical thinking.
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Mahmud, Malissa Maria, and Shiau Foong Wong. "Understanding the repercussions of intercultural communicative competence: a study on the degree of students’ cultural awareness, social and communication skills." Journal of Human Sciences 13, no. 3 (December 20, 2016): 5561. http://dx.doi.org/10.14687/jhs.v13i3.4093.
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Demographic change is transforming the way we communicate. In many parts of the world, the society has become increasingly multicultural and multi-ethnic. In this context, intercultural cognizance is one of the pivotal facets for intercultural communication. The recent years has seen the emergence of the intercultural communicative competence (ICC) concept permeating the education field thereby a large and growing body of literature has commenced to investigate the concept of intercultural communicative competence (ICC) and its repercussion in the context of teaching and learning. The notion of ICC is incepted on the acquisition of several “savoirs” associated with attitudes and values, knowledge, skills of interpreting and relating, skills of discovery and interaction and critical cultural awareness. However, the process of acquiring and negotiating meaning in the context of intercultural communication lies a tremendous challenge and demands a continuous effort. Thus, the objective of this study is to probe on how students’ attitudes towards another culture affect their degree of cultural awareness and to deliberate how social and communication skills can foster intercultural competence that is influenced by the level of ICC acquisition. The findings indicate that the students possess intercultural competence in which they demonstrate positive attitudes towards individuals from other cultures; henceforth is reflected in the high cultural awareness amongst the students. Apart from this, the findings yielded also show that the students are able to exhibit and display significant competencies in both social and communication skills which are allied to the high level of ICC acquisition.
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Ballester, Elizabet Pladevall. "Child L2 English acquisition of subject properties in an immersion bilingual context." Second Language Research 28, no. 2 (April 2012): 217–41. http://dx.doi.org/10.1177/0267658312438534.
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Although thoroughly analysed in adult second language acquisition (L2A), the acquisition of subject properties in child L2A has not received so much attention and the majority of studies deal with longitudinal data or only with a single subject property. This study contributes new cross-sectional data from 5-year-old Spanish children acquiring second language (L2) English in an immersion bilingual context with age of onset three and analyses the acquisition of all the subject properties traditionally associated as a cluster in comparison to a monolingual control group of the same age. The data were obtained by means of an orally elicited judgement/correction experimental task and enabled us to explore the children’s awareness of grammaticality contrasts in their L2, the influence of their L1 after two years of exposure and the extent to which the cluster of subject properties traditionally associated and studied together develop similarly in acquisitional terms. Results suggest that 5-year-old children show sensitivity to grammaticality contrasts in their L2 English and indicate that even after two years of exposure and although the age of onset of acquisition was only three, their L2 is influenced by their first language (L1) subject properties, although developmental effects also need to be taken into account when explaining the results.
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Singleton, David. "Apt to change: The problematic of language awareness and language aptitude in age-related research." Studies in Second Language Learning and Teaching 4, no. 3 (January 1, 2014): 557–71. http://dx.doi.org/10.14746/ssllt.2014.4.3.9.
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Language awareness and language aptitude often crop up in discussion of various second language acquisition phenomena, including age-related phenomena. There is a troublesome and ongoing definitional and theoretical problem in this connection: Different researchers have different perspectives on what is to be included in the respective notions; on how do to measure language awareness, on the one hand, and language aptitude, on the other; and on how or whether to differentiate the two constructs in terms of innateness versus experience. This article begins by addressing the entire problematic of the conceptualization of language awareness and language aptitude. The language awareness/aptitude issue features in the maturational debate in connection with two claims. First, it is discussed in relation to the view that second-language (L2) learning of older individuals is explicit (whereas that of younger individuals is implicit). Second, it is referred to in regard to the notion that there are older L2 learners who appear to be able to “beat” the critical period thanks to high levels of language aptitude. The article critically explores both these propositions and concludes that neither is particularly safe, especially given the uncertain state of the relevant research context.
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Gholson, Rachel, and Chris-Anne Stumpf. "Folklore, Literature, Ethnography, and Second-Language Acquisition: Teaching Culture in the ESL Classroom." TESL Canada Journal 22, no. 2 (May 1, 2005): 75. http://dx.doi.org/10.18806/tesl.v22i2.88.
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Recognizing that to learn about culture will aid the new Canadian in attaining cultural awareness, this article argues that it is imperative to develop strategies for teaching about culture. Using folklore as a critical methodology in the ESL classroom is such a strategy. Because folklore is an intrinsic part of everyday life, its use promotes and enables cross-cultural understandings and the understandings of North American cultures. Moreover, through the use of folklore, students and instructors come to recognize that their expectations are mutable or living elements of culture.
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Walters, JoDee. "Teaching the use of context to infer meaning: a longitudinal survey of L1 and L2 vocabulary research." Language Teaching 37, no. 4 (October 2004): 243–52. http://dx.doi.org/10.1017/s0261444805002491.
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This article examines research in the area of instruction in the use of context to infer the meanings of unknown words. This issue is addressed initially from a first language perspective, in which approaches to teaching the use of context fall into three broad categories: general strategy instruction, context clue instruction, and the use of cloze exercises to increase awareness of context. Studies in second language vocabulary acquisition and the instruction of context are then examined, and the conclusion is drawn that, while the existing research demonstrates that students benefit from having their attention drawn to the use of context, the question of how, if at all, they should be taught to deal with context is still unanswered. The article concludes with suggestions for the direction and aims of future research in this area.
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Mehdaoui, Ahmed. "Interactive Strategies for Raising EFL Students’ Cultural Awareness." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 2, no. 1 (June 22, 2016): 17–20. http://dx.doi.org/10.36344/ccijhss.2016.v02i01.003.
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Currently, there is a tendency towards intercultural education as a major goal in foreign language teaching and learning. The importance of developing learners’ intercultural communicative competence has derived from the need to preparing foreign language learners, in general, and English learners in particular, for potential cross-cultural communication, in which they may encounter linguistic and cultural barriers. However, in our specific context- the English Department at the University of Tiaret and certainly in other academic contexts in Algeria, it is found that this goal is far from being reached. To bridge the gap, our main goal in this paper is to share some specific teaching practices, and showing concrete teaching models of intercultural education at the EFL department.
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Bowey, Judith A. "Recent developments in language acquisition and reading research:The phonological basis of children’s reading difficulties." Australian Educational and Developmental Psychologist 17, no. 1 (2000): 5–31. http://dx.doi.org/10.1017/s0816512200028017.
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AbstractThis review examines the convergence of recent developments in the fields of language and literacy development and, in particular, developments relating phonological development to both language and reading development. It begins by examining the issue of how children represent spoken words. In particular, it presents recent work arguing that, throughout early and even middle childhood, children’s representations of spoken words are reorganised as sequences of phonemes. The second section examines poor readers’ phonologicol recoding difficulties and, in particular, the contribution of phonological awareness to early reading success. This section includes an overview of phonologicol awareness training studies in “at-risk” preschool and kindergarten children. The final section examines phonologicol processing difficulties as a common underlying cause of reading dificulties.This section provides a theoretical context for practitioners to understand diverse findings relating performance on a wide range of tasks to children’s reading achievement.
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Garaeva, Almira K., and Ildar G. Ahmetzyanov. "Awareness of Historical Background as One of the Factors of Better Language Acquisition." International Journal of English Language and Literature Studies 7, no. 1 (May 21, 2018): 15–21. http://dx.doi.org/10.18488/journal.23.2018.71.15.21.
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The article deals with the problems of language learning within the educational universities. These theme is a major one, because it is important for English learners and moreover it is connected with other aspects of the language that can be linked with students’ awareness of the English language itself The essence of the issue is that the perfect acquisition of the language studied can be achieved only by learning the history of the language and the country studied as well as its relation to culture and people. The purpose of the article is to reveal a number of historical aspects of language learning, which include acquisition of material and awareness of historical background. The leading approach to the study of the problem is systematic.We suppose that it will facilitate shaping skills needed for cross-cultural communication. Any language is perceived as a social phenomenon, which comprises not only linguistic items, but also a combination of economic, behavioral and historical aspects. The materials of this paper can be recommended for use in modern practice of various educational institutions.
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Netto, Gina, Maria Hudson, Nicolina Kamenou-Aigbekaen, and Filip Sosenko. "Dominant Language Acquisition in Destination Countries: Structure, Agency and Reflexivity." Sociology 53, no. 5 (February 21, 2019): 843–60. http://dx.doi.org/10.1177/0038038519826021.
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This article advances understanding of the structural and agentic factors which influence how migrants in low-paid work reflexively acquire the dominant language of destination countries. Bourdieu’s theories on the symbolic power of language and habitus, and theories of reflexivity by Archer and others underpin our analysis of how migrants acquire English in the UK. Analysis of data generated from in-depth qualitative interviews with 31 migrants from EU and non-EU countries in low-paid work reveals that the agency of migrants in increasing proficiency in the language is shaped by access to resources, conscious and unconscious reflexive processes, aspects of embodiment and perceptions of identity by the self and others. We argue that closer attention to the social, political and economic context in which migrants acquire the dominant language of destination countries is needed, as well as greater awareness of the multi-dimensional nature of reflexivity and the constraints on agency.
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Matwangsaeng, Rangsawoot, and Apisak Sukying. "The Effects of Morphological Awareness on L2 Vocabulary Knowledge of Thai EFL Young Learners." World Journal of English Language 13, no. 2 (January 13, 2023): 51. http://dx.doi.org/10.5430/wjel.v13n2p51.
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Morphological awareness (MA) is the ability to recognize words, identify the association between lexically attached parts of a word and create new lexical forms. Morphological instruction mediates the acquisition of new words and is, therefore, crucial for developing morphological awareness and vocabulary knowledge. Currently, the receptive-productive continuum of MA remains unclear, especially in an EFL context. This quasi-experimental study investigates how MA instruction affects the acquisition of morphologically complicated words and its impact on vocabulary knowledge among young Thai EFL learners. Six receptive and productive MA measures and four vocabulary knowledge measures were administered to 221 EFL young learners. While participants in the control group did not get this instruction, participants in the experimental group received explicit teaching on morphological awareness. A repeated measures ANOVA (with scores on several aspects of affixes as the dependent variable) with experimental and control cohorts and a repeated measure (time point) was conducted to probe Thai young EFL learners’ morphological awareness and vocabulary knowledge. The findings demonstrated an encouraging effect of MA teaching in English language classrooms. Specifically, the participants in the experimental group showed improved performance in both receptive and productive MA. This suggests that the explicit instruction of morphologies may benefit English learners in understanding words and ease vocabulary acquisition. Other implications of these findings are debated, considering current pedagogical practice and theory.
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Yamazaki, Kasumi. "Computer-assisted learning of communication (CALC): A case study of Japanese learning in a 3D virtual world." ReCALL 30, no. 2 (January 29, 2018): 214–31. http://dx.doi.org/10.1017/s0958344017000350.
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AbstractThis study investigates an instantiation of a 3D virtual world–based Japanese learning curriculum within the context of a Japanese as a foreign language (JFL) classroom. Through a mixed-method case study approach, participants’ natural acquisition of Japanese in a 3D virtual environment was examined. In the present study, four sources of data from 11 university-level JFL students (n=11) were collected and analyzed to evaluate the learning outcomes from a new instructional approach called computer-assisted learning of communication (CALC). Based on both interpretative and statistical analyses of data, the major finding of the present study was that the participants, when immersed in the 3D virtual world of Tokyo, acquired contextualized communicative competence. More specifically, quantitative analyses revealed statistically significant improvement in the participants’ acquisition of incidentally encountered vocabulary, in particular, kanji pronunciation and vocabulary interpretation. Qualitative analyses revealed participants’ acquisition of various communicative competencies specific to the context, including persuasive talk, awareness of audience, and collaborative communication.
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Moore, Danièle, Maureen Hoskyn, and Jacqueline K. Mayo. "Thinking Language Awareness at a Science Centre." International Journal of Bias, Identity and Diversities in Education 3, no. 1 (January 2018): 40–63. http://dx.doi.org/10.4018/ijbide.2018010104.
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Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.
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Gindis, Boris. "Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages." Journal of Cognitive Education and Psychology 4, no. 3 (January 2005): 291–315. http://dx.doi.org/10.1891/194589505787382720.
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Within the last two decades over 200,000 children from overseas orphanages have been adopted in the USA. Research findings and clinical experiences about language, cognitive, and academic issues of internationally adopted post-institutionalized children in the cultural context of North America are discussed. Theoretical conceptualizations of Vygotsky and Feuerstein serve as the major paradigm in psycho-educational and remedial components of the cultural issues of international adoptees. Native language attrition and dynamics of English language acquisition are considered in the context of transculturality. The specificity of cumulative cognitive deficit (CCD) in international adoptees is linked to prolonged institutionalization, lack of cultural mediation in early childhood, and profound native language loss. The issue of remediation is examined with an emphasis on cognitive education in the context of acculturation.