Academic literature on the topic 'School of Linguistics and Applied Language Studies'
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Journal articles on the topic "School of Linguistics and Applied Language Studies"
Chambers, Angela, David Atkinson, and Fiona Farr. "Centre for Applied Language Studies, University of Limerick, Ireland." Language Teaching 45, no. 1 (November 24, 2011): 135–39. http://dx.doi.org/10.1017/s0261444811000425.
Full textBaird, Robert, and Caroline Hyde-Simon. "Centre for Applied Language Research at the University of Southampton." Language Teaching 42, no. 3 (July 2009): 397–401. http://dx.doi.org/10.1017/s0261444809005795.
Full textDai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
Full textMartin, James R., Yanmei Gao, Hanbing Li, Chengfang Song, and Minglong Wei. "Martin on discourse semantics, genre, educational linguistics." Language, Context and Text 3, no. 2 (October 15, 2021): 367–87. http://dx.doi.org/10.1075/langct.20003.mar.
Full textKrasina, Elena A., Kanat K. Rakhimzhanov, and Marzhan K. Akosheva. "Translingual Personality of a Scholar and Researcher: the 60th Anniversary of Prof. Zifa Kakbayevna Temirgazina." Polylinguality and Transcultural Practices 17, no. 3 (December 15, 2020): 306–20. http://dx.doi.org/10.22363/2618-897x-2020-17-3-306-320.
Full textNation, Paul, and Averil Coxhead. "Vocabulary size research at Victoria University of Wellington, New Zealand." Language Teaching 47, no. 3 (June 3, 2014): 398–403. http://dx.doi.org/10.1017/s0261444814000111.
Full textTokatova, Lyudmila E., and Atirkul E. Agmanova. "The paradigm of life in science: to the 60th anniversary of Z.K. Temirgazina." Neophilology, no. 23 (2020): 608–17. http://dx.doi.org/10.20310/2587-6953-2020-6-23-608-617.
Full textLazdiņa, Sanita. "PROBLEMS OF MASTERING LATVIAN AS A SECOND LANGUAGE IN THE CONTEXT OF THE DEVELOPMENT OF APPLIED LINGUISTICS." Via Latgalica, no. 1 (December 31, 2008): 103. http://dx.doi.org/10.17770/latg2008.1.1601.
Full textSanz, Cristina, and Jessica G. Cox. "Laboratory studies on multilingual cognition and further language development." Language Teaching 50, no. 1 (December 21, 2016): 65–79. http://dx.doi.org/10.1017/s026144481600029x.
Full textWildsmith-Cromarty, Rosemary. "Report on BAAL ‘Language in Africa’ SIG meetings Reading in African languages: Developing literacies and reading methodologies." Language Teaching 48, no. 2 (March 13, 2015): 297–301. http://dx.doi.org/10.1017/s0261444814000457.
Full textDissertations / Theses on the topic "School of Linguistics and Applied Language Studies"
Alborough, Clare Louise. "Designing social identities : a case study of a primary school theatrical performance by Zulu children in an English ex-model C school." Thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6718.
Full textBraam, Daryl. "The role of a school community's perceptions of the implications of a change in language policy in a Western Cape primary school." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7807.
Full textThe constitution, South African Schools Act and the Language in Education Policy (LiEP) all advocate the development and promotion of all official languages. LiEP also gives a clear directive for additive bilingualism whereby the home language of learners should be encouraged as the foundation for learning additional languages. This policy is clearly aligned with the constitutional provisions for promoting parity of esteem between all languages.
Haley, Jamalieh. "Escalating Language at Traffic Stops: Two Case Studies." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3887.
Full textProctor, Elspeth. "Talking democracy in Grade 7 : a discourse analysis of SRC practice in a primary school." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7882.
Full textMy research set out to clarify to what extent democracy education is an identifiable and teachable concept in Curriculum 2005 and to find pedagogically useful ways of conceptualising and teaching active democratic participation. I chose a two-staged explorative qualitative research framework, informed by the New Literacy Studies and Critical Discourse Analysis, with Grade 7 learners in a primary school. I identified school Student Representative Councils (SRC's) as a potential site for 'democracy education-in-action'.
Dyer, Dorothy. "Why won't they learn? : a contrastive study of literature teaching in two Cape Town high school classrooms." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7463.
Full textLiterature is included as part of most English curricula around the world. South Africa is no exception, and students are expected to study novels, poetry and plays as part of their school language curriculum. There are many debates about the best way to teach these texts in the classroom. However what is often overlooked is that reading literature, like reading anything, is primarily a social activity, and as such has been 'learned'. The way we respond to literature depends on the social activities, attitudes and behaviours -what can be called the practices -of our social grouping that holds value for us. What many teachers hold as the 'right' way of reading and responding literature reflects their commitment and participation in a particular set of practices, whereas students come to class from backgrounds that are different from theirs, and with different commitments. This thesis uses a case-study, ethnographic approach to study two teachers' English classrooms in a working class high school to in order to examine how practices around literature were negotiated between teachers and students who came from working class backgrounds. Despite differences in personality and beliefs, both teachers in the study approached literature study in a limited way -the way that examinations prescribe -viewing the text as a given that had to be mediated for the students so that they were able to 'get the message'. The students in both classes were generally unruly, or passive, with about less than half the class focusing on the lesson at anyone time. This may partly be ascribed to this limited approach to literature. However this approach has been used more successfully in other schools, and I argue that the reason for the 'failure' of these lessons lay beyond the classroom walls. Working class students who want to perform adequately at school have to, in some ways, give up something of the values and beliefs of their backgrounds, and develop a new set of understandings of who they are, a new identity that incorporates these practices. It is unlikely that this investment is going to be made without some reward or fulfilment. In the classes in this study, students had no motivation to join this new literature club that might even affect their participation in other domains. They did enough to get by, to pass through the lessons and exams, but were engaged in very little real meaning making in the classroom. Literature study remained a foreign and sometimes puzzling requirement for examination purposes.
Pietersen, Nicola Aideen. "What counts as English? : a discursive investigation between two English language Cape Town primary school grade six classrooms." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11156.
Full textWhat counts as English depends on the circumstances and where and how it is employed. In classrooms this socio-cultural artefact is constructed through practices in particular ways. Language and literacy practices in schools produce and re-produce certain things that count. In this dissertation I asked what counts as English and what practices were employed in varying contexts to validate what counted in a greater context. I was concerned to find out whether and how English-language resources in different contexts or did not contribute to enhancing students’ (social and economic) mobility. This ethnographically-based study focused on two Grade Six classes in State run Primary schools in Cape Town, one of them being a well-resourced, monolingual, English classroom and school and the other being a poorly-resourced, multilingual, English as an Additional language classroom and school.
Kendal, Charmaine Allana. "Everyone has a view of literacy : learners' perceptions of literacy and their practices at home and at school." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8077.
Full textThis is an ethnographic study of how learners write about, speak about, depict and value their literacy activities at home and how this links with their performance at school. It also examines the shift in learners' perceptions of literacy through their involvement in the research project. The theoretical framework for the research is drawn from the New Literacy Studies with its emphasis on the autonomous and ideological models ofliteracy (as formulated by Street) and on literacy as situated practice. The data is a series of literacy activities, of seven learner profiles made up of their writing, literacy inventories, photographic depictions, focus group discussions, semi structured interviews, and tasks assessed in the formal academic domain. Critical Discourse Analysis is used as a tool for the analysis of some of the data and traces the similarities and differences in the kinds of literacy activities that learners engage in, ranging from homework to hobbies, cell phones, conversations, computer games and so forth. Interpretation of the data also draws on Gee's theory of primary and secondary Discourses.
Nthara, Ivy Jeb. "An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11765.
Full textIncludes bibliographical references (p. 85-88).
This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.
Ralphs, Liana. "Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8276.
Full textBARBOSA, GABRIELA BRITO. "UNDERSTANDING WHAT STUDENTS DO NOT UNDERSTAND: APPLIED LINGUISTICS, EXPLORATORY PRACTICE AND LITERACY IN HIGH SCHOOL FOREIGN LANGUAGE CLASSROOMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34790@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
A presente dissertação objetiva investigar as dificuldades de letramento apresentadas por alunos de primeiro ano do Ensino Médio de um colégio estadual localizado em um bairro de baixa renda da Zona Norte do Rio de Janeiro. A autora desta dissertação é professora de língua inglesa nesse contexto e se interessou pelo tema ao perceber que os desafios enfrentados por seus alunos ecoavam notícias publicadas em jornais, portais eletrônicos, rádio e televisão acerca do fraco desempenho dos estudantes brasileiros em exames nacionais e internacionais como o SAEB, o ENEM e o Pisa. Buscando entender e contribuir para essa grave situação social, a presente pesquisa, de cunho qualitativo-interpretativista, se insere nos estudos da Linguística Aplicada e foi realizada com diversas turmas de primeiro ano do Ensino Médio, ao longo das aulas de inglês, na qual a pesquisadora em questão também era a professora. A base teórica foi construída a partir dos conceitos de letramento, tanto em LM como em LE, apresentadas por Street (1984), Soares (1998) e Rojo (2009) bem como da Prática Exploratória (Allwright; Hanks, 2009). Assim, a professora-pesquisadora sistematizou suas observações cotidianas a respeito do trabalho de letramento que realiza há nove anos, sob a perspectiva de gêneros textuais como formas de vida e ações sociais (Miller, 1984; Bazerman, 2006), com alunos ingressantes no Ensino Médio. Os entendimentos reflexivos alcançados confirmam a necessidade de intensificar o ensino-aprendizagem de LM e LE através de gêneros textuais e sugerem a importância de fomentar mais estudos sobre práticas de letramento escolar.
This work aims to investigate the literacy difficulties presented by high school students of a state school located in a low income neighborhood of the Northern Zone of Rio de Janeiro, Brazil. The author of this dissertation is an English language teacher in this context and became interested in the subject when she realized that the challenges faced by her students echoed news published in newspapers, electronic, radio and television portals about the weak performance of Brazilian students in such national and international examinations as SAEB, ENEM and Pisa. Seeking to understand and contribute to such a serious social situation, this qualitative-interpretative research is considered an Applied Linguistics study and was carried out with several 1st year high school English classes, in which the researcher was also the teacher. The theoretical framework was anchored not only in the concepts of literacy, both in the mother tongue and in the foreign language, as presented by Street (1984), Soares (1998) and Rojo (2009) but also in the ideas of Exploratory Practice (Allwright; Hanks, 2009). Thus, the teacher-researcher systematized her daily observations regarding the literacy work that she had been doing since 2010, from the perspective of textual genres as forms of life and social actions (Miller, 1984; Bazerman, 2006), with entering high school students. The reflective understandings achieved confirm the need for intensifying mother tongue and foreign language teaching and learning through a genre pedagogy and also suggest the importance of encouraging further studies on school literacy practices.
Books on the topic "School of Linguistics and Applied Language Studies"
1963-, Ayoun Dalila, ed. Studies in French applied linguistics. Philadelphia: John Benjamins Pub. Company, 2008.
Find full textApplied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, 2011.
Find full textStudies in applied linguistics and language learning. Newcastle upon Tyne: Cambridge Scholars, 2009.
Find full text1951-, Ross Steven, and Seedhouse Paul, eds. Research methods for applied language studies. Milton Park, Abingdon, Oxon: Routledge, 2011.
Find full textZaynab, Ibrāhīm, Aydelott Sabiha T, and Kassabgy Nagwa, eds. Diversity in language: Contrastive studies in Arabic and English theoretical and applied linguistics. Cairo: American University in Cairo Press, 2000.
Find full textRussian language studies in North America: New perspectives from theoretical and applied linguistics. London: Anthem Press, 2012.
Find full textAgnihotri, Rama Kant. Problematizing language studies: Cultural, theoretical, and applied perspectives : essays in honour of Rama Kant Agnihotri. Delhi: Aakar Books, 2010.
Find full textMakarova, Veronika. Russian language studies in North America: New perspectives from theoretical and applied linguistics. London: Anthem Press, 2012.
Find full textIbrāhīm, Zaynab. Diversity in language: Contrastive studies in Arabic and English theoretical and applied linguistics. Cairo: American University in Cairo Press, 2000.
Find full textPiątkowska, Katarzyna. Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies. Heidelberg: Springer International Publishing, 2013.
Find full textBook chapters on the topic "School of Linguistics and Applied Language Studies"
Leone, Paola. "General spoken language and school language." In Studies in Corpus Linguistics, 235–48. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/scl.41.17leo.
Full textDomínguez, Rocío, G. Richard Tucker, and Richard Donato. "Chapter 4. Documenting Curricular Reform: Innovative Foreign Language Education in Elementary School." In Directions in Applied Linguistics, edited by Paul Bruthiaux, Dwight Atkinson, William Eggington, William Grabe, and Vaidehi Ramanathan, 56–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598500-007.
Full textAwedyk, Wieslaw, and Camiel S. J. N. Hamans. "The “Poznań School” of Structural Linguistics." In Studies in the History of the Language Sciences, 213. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sihols.68.24awe.
Full textLi Wei and Zhu Hua. "Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom." In AILA Applied Linguistics Series, 117–36. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/aals.12.07wei.
Full textCannon, Garland. "Sir William Jones and Applied Linguistics." In Studies in the History of the Language Sciences, 379. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/sihols.38.43can.
Full textHint, Mati. "Is a linguistic theory needed for successful applied linguistics?" In Studies in the History of the Language Sciences, 233. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sihols.95.31hin.
Full textBuráňová, Eva. "Factual Content of a Communication and its Linguistic Expression in Applied Systems Based on Natural Language." In Prague Studies in Mathematical Linguistics, 161. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/llsee.22.19bur.
Full textGrucza, Franciszek. "Chapter 2 Origins and Developments of Applied Linguistics in Poland." In Studies in the History of the Language Sciences, 53. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/sihols.102.05gru.
Full textBátyi, Szilvia. "13 The Impact of Attitudes on Language Retention of Russian as a Foreign Language in Hungary: Some Lessons to be Learnt from Attrition Studies." In Future Research Directions for Applied Linguistics, edited by Simone E. Pfenninger and Judit Navracsics, 265–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097135-014.
Full textWinkler, Pierre. "The brith of functional grammar in the 'Austronesian school' of missionary linguistics." In Studies in the History of the Language Sciences, 329. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/sihols.111.23win.
Full textConference papers on the topic "School of Linguistics and Applied Language Studies"
"Family Language Policy and School Language Choice in Iraqi Kurdistan Region." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v3.
Full textKleiner, Yuri. "ORTHOEPY — HISTORY OF LINGUISTICS — HISTORY OF LANGUAGE." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.01.
Full textHüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.
Full text"Learning Difficulties in High School Physics." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v39.
Full text"Language and Medicine Interaction in Iraqi Kurdistan Region." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a16.
Full text"Language Activation in Online Pedagogical Learning: Students’ perspective." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a10.
Full text"The Use of Translation in the Language Classroom: A Useful Tool to Enhance Language Proficiency." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v30.
Full text"An Intelligent Integrated Computer-Assisted Language Learning (iiCALL) Environment." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a41.
Full text"The Impact of Culture on Learning English as a Second Language." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a58.
Full textTóth, Noémi Evelin, and Győző Yang Zijian. "Magyar nyelvtan tanulását segítő alkalmazás átalános és középiskolás diákok részére." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.211.
Full textReports on the topic "School of Linguistics and Applied Language Studies"
BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.
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