Journal articles on the topic 'School: School of Linguistics and Applied Language Studies'
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1
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.
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The Centre for Applied Language Studies (CALS), founded in 1997, is a research centre within the School of Languages, Literature, Culture and Communication. It brings together researchers and postgraduate students from several disciplines within the School, which includes six languages: English (English Language Teaching and English Literature), French, German, Irish, Japanese and Spanish. The Centre provides a focus for research in applied language studies within the University and a focal point for national and international links. It also promotes the interaction of research and the application of language activities in areas such as language learning, corpus linguistics, language in society, and language planning and policy. CALS also has a number of associate members from other Irish and European universities who make an important contribution to the work of the Centre by co-supervising Ph.D. theses and collaborating in publications and events. The Centre currently has 65 members, including 21 Ph.D. students.
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Dai, 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.
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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Baird, 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.
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The Centre for Applied Language Research at the University of Southampton is one of two research centres within the discipline of Modern Languages. Established in 2004, CALR now has more than 50 members, predominantly faculty members working in the School of Humanities/Modern Languages, as well as growing number of postgraduate researchers. The Centre has always sought to work collaboratively with other centres and institutions worldwide and regularly hosts visiting international scholars. Additionally, many of its members work closely with the Centre for Transnational Studies, which also comes under the School of Modern Languages. CALR promotes an extensive applied language research agenda, including language education policy, second language acquisition (SLA), foreign language learning (FLL) and teaching, sociolinguistics, intercultural communication and language globalisation. Emanating from the legacy of Christopher Brumfit, the founder of the Centre, CALR work has always reflected an awareness of global and local issues in language use and learning. Brumfit was renowned for balancing his concerns for the rights and freedoms of the language learner with his influential work on classroom pedagogy. Since his passing in 2006, these values have lived on in the work of the Centre.
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Krasina, 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.
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The article is devoted to the professional translingual personality of Dr. of Philology, Professor Z.K. Temirgazina who is a creative and ever-developing professional linguist and researcher. A short survey of her scientific research activities, the review of her main works, to speak about finally - the research school of linguistics help give evidence of her truly active and multidimensional work in the direction from monolingualism towards real translingualism which are both revealed in theoretical and applied planes. Its obvious that in the professional sphere a linguist being a translingual scholar is able to understand better and deeper his own creative translingual self and entity, choosing as an object of the studies various languages involving in his professional competence. Simultaneously the article observes the innovative theoretical contribution of Prof. Z.K. Temirgazina to the studies of evaluation as a linguistic category as well as the studies in semantic syntax, the theory of speech activity, and linguistic gender studies. To sum up, there is surveyed the leading role of Prof. Z.K. Temirgazina to create the Kazakhstan linguo-axiological research school carried out during the latest two decades. Together with theoretical developments, the scholar pays much attention to the applied linguistic tasks, in particular, it concerns implementation and adaptation of polylingual; education at Kazakhstan secondary schools, and development of grammar literacy of schoolchildren by means of the Russian language.
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Tokatova, 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.
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The work is dedicated to the anniversary of Professor Zifa Kakbaevna Temirgazina. Professor’s research activity is analyzed, that is connected to developing theoretical and applied questions of linguistics and its directions such as linguistic axiology, pragmalinguistics, linguistic gender studies, political linguistics, we show the scientist’s role in creating her own linguaxiological scientific school, we define her role in training scientific-pedagogical personnel for graduate school of Kazakhstan. Reviewing scientist’s works allows to demonstrate a new way to a category of assessment, that is developed in her research, the idea of it is to define syntactic method as the primary linguistic method of expression in this category – in evaluative statements. Based on the analysis of the scientist’s works that are dedicated to highly variegated language phenomena, we show multi-discipline characteristic of her scientific findings: language is viewed in immediate in-terdependence and correlation with cultural, historical, cognitional, psychological, communica-tional facts. The scientist’s research results became the foundation for emergence of linguaxiology and development of pragmalinguistics as modern scientific ways in linguistics of Kazakhstan and received further development in works of students of her scientific school.
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Toomey, Derek. "Schools involving parents in their children’s reading development." Australian Review of Applied Linguistics 9, no. 2 (January 1, 1986): 38–60. http://dx.doi.org/10.1075/aral.9.2.03too.
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Abstract Parents have considerable influence on their children’s learning in the processes of general socialization. Much of this learning is relevant to school learning and differences between families in these matters can cause substantial differences in children’s school achievements. This applies to children’s learning to read. Systematic studies have shown that schools can have considerable success in involving parents in assisting the reading development of low competence readers by using simple techniques of modelling and reinforcement which are part of parents’ general socialization skills. These studies are reviewed. The implications of the “natural learning approach” for home-reading programs is analyzed – and relevant literature is examined to portray two further approaches: a) schools involving parents in activities which are Generally supportive of their children’s reading development; b) parents being trained to develop their children’s cognitive/reading skills during reading episodes. These models have not yet been systematically evaluated.
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Nation, 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.
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The English Language Institute (now the School of Linguistics and Applied Language Studies) at Victoria University of Wellington has a long history of corpus-based vocabulary research, especially after the arrival of the second director of the institute, H. V. George, and the appointment of Helen Barnard, whom George knew in India. George's successor, Graeme Kennedy, also saw corpus linguistics as a very fruitful and important area of applied language research.
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Martin, 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.
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Abstract J. R. Martin is a leading scholar who has greatly developed the theoretical framework of systemic functional linguistics (SFL) over the past four decades. Some of these contributions, such as the systems of discourse semantics, the appraisal framework and genre relations have been widely applied in various areas of linguistic studies and language education. The educational linguistic model he and his colleagues have cultivated and developed has attracted the attention of more and more educators from different disciplines around the globe. In this interview, he firstly elaborates on the significance of the concepts of discourse semantics, grammatical metaphor and genre. Then he continues with applications of genre theory in secondary school education, language maintenance, the relation and collaboration between Legitimation Code Theory (LCT) and SFL, and how the two paradigms complement each other. Finally, he introduces some of his recent collaborations with grammarians of different languages.
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Shaw, David. "A New Call Laboratory." ReCALL 3, no. 4 (May 1991): 2–4. http://dx.doi.org/10.1017/s0958344000002482.
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After attending the 1989 Exeter CALL Conference, David Shaw and John Partridge, two teachers from the University of Kent, recommended to the School of European and Modem Language Studies that the School should establish its own Computer Assisted Language Learning Laboratory. Several of us had been ‘keeping an eye’ on CALL for quite a few years, from the days when BBC micros were innovative marvels. The Applied Languages Board had acquired a BBC and some software and had gained some experience with it in postgraduate courses. David Shaw had been supervising practical programming projects for MSc students in Computing in the area of CALL and natural language processing. Our recommendation was that, with a new generation of microcomputers supplanting the trusty but limited BBC micro, a point had been reached where it would be realistic for the School to establish a CALL teaching laboratory on a more ambitious scale.
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Sanz, 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.
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Multilingualism is now seen as the norm rather than the exception in an age of migration and supranational entities, and where minority language rights and the consequent educational policies have become more common. The field of applied linguistics reflects that transition: second language acquisition (sla) research is slowly being replaced by research on multilingualism, which includes third language (L3) acquisition. Indeed, there is a growing list of studies that are ‘normalizing’ third language acquisition by studying bilinguals learning a new language but not considering bilingualism a variable (e.g. Stafford, Sanz & Bowden 2012; Lado et al. 2014; Pérez-Vidal 2014; Cox & Sanz 2015). In this modern global context, researchers have produced empirical research on L3 acquisition that can be divided into three main categories depending on its focus: (a) classroom studies conducted in bilingual communities and schools with students learning a third language as part of the school curriculum (Cenoz 2013); (b) research on cross-linguistic influence investigating sources of transfer from L1 or L2 into the L3 (e.g. Sanz, Park & Lado 2014) and other possible directions for transfer (González Alonso et al. 2016); and (c) laboratory research – that is, studies outside of classroom or immersion contexts, in which dependent and independent variables can be tightly controlled by the researcher – conducted within a cognitive approach, the focus of this timeline. Despite its potential diminished ecological validity, this last strand is characterized by the robustness of its design and its improved overall validity, and by the manipulation of external conditions and the measurement of internal variables related to cognition.
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Wildsmith-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.
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This report describes ongoing research on reading in African languages. It draws mainly on contributions from two British Association for Applied Linguistics (BAAL) ‘Language in Africa’ (LiA) Special Interest Group (SIG) meetings: the LiA SIG strand at BAAL 2013 and the seminar on Reading Methodologies in African Languages held at The School of Oriental and African Studies (SOAS), University of London in January 2014. This report will only cover contributions that focused on reading research and practice.
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Lazdiņa, 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.
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The objective of the paper is to illuminate the interpretation of the term „Applied Linguistics” in Latvia and abroad (in Western Europe, the USA and Russia), and thereby identifying possibilities and grounds for the research of Latvian as a second language in the context of the development of applied linguistics in Latvia. Apart from theoretical literature, the author also uses data from observations of classroom discussions, which were obtained in three secondary schools and one elementary school (two schools in Rezekne, one in Rezekne region and one in Balvi). The author of the paper conducted a discourse research of Grade 9 pupils who learn Latvian as a second language (LAT 2). These research data are also important for problems of the development of methodology of applied linguistics in Latvia, because they enable the identification of new data and research methods. Applied linguistics as a field is based on the research of language and its role in human activities. Modern research of applied linguistics in Western Europe shows that attention is paid to areas such as second language acquisition (SLA), cognition, language policy and planning, lexicography, translation theory, corpus linguistics, etc. In Russia, when defining the areas and functions of applied linguistics, emphasize is put on the close connection of linguistics with information technology, artificial intelligence and logics. Russian linguists link the emergence of applied linguistics to the development of science and technology, which have made it necessary to observe language in action. The term „Applied Linguistics” is usually opposed to theoretical linguistics, which studies language in a system under a particular condition. To identify the interpretation of the term „Applied Linguistics” in Latvia, two sources were used for the paper: The „Interpretative Dictionary of Basic Terms of Linguistics” (IDBTL), published in 2007, and the description of the branches and sub-branches of science available on the home page of the Latvian Council of Science (LCS). The comparison of these sources reveals two differences in the definition of „applied linguistics”. IDBTL does not mention sociolinguistics among the areas of applied linguistics. Sociolinguistics is mentioned separately in the dictionary, but there is no link to applied linguistics. The second difference is that IDBTL does not refer to language teaching or learning – neither in the definition of applied linguistics, nor in the description of its areas, whereas it is mentioned in the LCS description of sub-branches. These findings show a lack of consistency in introducing the problem of second language acquisition into the context of the development of applied linguistics. The second part of the paper gives an insight into the research of the Latvian language as a second language. The research data were obtained through structural observations of class discourse and by analyzing them with the help of check lists and tables. The data of the class discourse research is important for the research of the actual situation of language acquisition. The task of an applied linguist is to be a mediator between the theory of linguistics and language pedagogy (linguodidactics). Even for studying problems of mastering the Latvian language as a second language, there is still a lack of systemic research which would provide a deeper analysis of the difficulties that LAT2 pupils deal with while learning Latvian, as well as while studying other subjects bilingually or in Latvian. There is an on-going need for class discourse research and for research of a individual language acquisition processes by means of interviews, questionnaires, and pupils’ reports about the accomplishment of some cognitive or linguistic tasks, as well as by other methods.
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Díaz, Gretel Sanabria, María del Rosario Torres, Jorge Iglesias, Raysil Mosquera, Vivian Reigosa, Elsa Santos, Agustín Lage, Nancy Estévez, and Lidice Galán. "Changes in Reading Strategies in School-Age Children." Spanish journal of psychology 12, no. 2 (November 2009): 441–53. http://dx.doi.org/10.1017/s1138741600001827.
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Learning to read is one of the most important cognitive milestones in the human social environment. One of the most accepted models explaining such process is the Double-Route Cascaded Model. It suggests the existence of two reading strategies: lexical and sublexical. In the Spanish language there are some contradictions about how these strategies are applied for reading. In addition, there are only a few studies dealing with the analysis of shifts between them, achieving a fluent reading process. In this paper we use a reading task including words and pseudowords for characterizing the cost of shifting between reading strategies in children with developmental dyslexia and normal controls. Our results suggest the presence of both strategies in these two experimental groups. In controls, both strategies become more efficient in correspondence to the increased exposition to written material. However, in children with developmental dyslexia only the lexical strategy exhibits such improvement. Their also point to a low cost for shifting between strategies in controls and a much more significant one in children with developmental dyslexia, differentiating subgroups with distinct shifting patterns.
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Hertel, Irina, Solveig Chilla, and Lina Abed Ibrahim. "Special Needs Assessment in Bilingual School-Age Children in Germany." Languages 7, no. 1 (December 30, 2021): 4. http://dx.doi.org/10.3390/languages7010004.
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Educational and (psycho-)linguistic research on L1 and L2 acquisition in bilingual children sketches them as a group of language learners varying in many aspects. However, most studies to date have based evaluations of language proficiency or new assessment tools on data from heritage children, while studies on the appropriateness of assessment tools for school-age refugee children remain a notable exception. This study focuses on the standardized assessment tool BUEGA for primary school children, which is, among others, a widespread tool for the assessment of pedagogical support or special needs (SN) in Germany. We compare the performance of 12 typically developing monolinguals (MoTD: 7;3–12;1), 14 heritage-bilinguals (BiTD: 7;1–13;4, L1 Turkish and Arabic), 12 refugee- students (BiTD: 8;7–13;1, L1 Arabic), and 7 children with developmental language disorders (DLD: 7;7–13;9) on the subtests of grammar, word-reading, and spelling. Overall results show that refugee-BiTDs perform in the (monolingual) pathology range. No significant differences emerged between students with DLD and typically developing (TD) refugee students. Considering the assessment of school-related language performance, bilingual refugees are at risk of misdiagnosis, along with the well-known effects of educational disadvantage. This particularly applies to children with low socioeconomic status (SES). Looking beyond oral language competencies and using test combinations can help exclude language disorders in school-age children with limited L2 proficiency.
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Donaldson, Amy L., and Aubyn C. Stahmer. "Team Collaboration: The Use of Behavior Principles for Serving Students With ASD." Language, Speech, and Hearing Services in Schools 45, no. 4 (October 2014): 261–76. http://dx.doi.org/10.1044/2014_lshss-14-0038.
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PurposeSpeech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.MethodThis tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.ConclusionGiven the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.
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Kull, Kalevi, Silvi Salupere, Peeter Torop, and Mihhail Lotman. "The institution of semiotics in Estonia." Sign Systems Studies 39, no. 2/4 (December 1, 2011): 314–42. http://dx.doi.org/10.12697/sss.2011.39.2-4.13.
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The article gives a historical overview of the institutional development of semiotics in Estonia during two centuries, and describes briefly its current status. The key characteristics of semiotics in Estonia include: (1) seminal role of two world-level classics of semiotics from the University of Tartu, Juri Lotman and Jakob von Uexküll; (2) the impact of Tartu–Moscow school of semiotics, with a series of summer schools in Kääriku in 1960s and the establishment of semiotic study of culture; (3) the publication of the international journal Sign Systems Studies, since 1964; (4) the development of biosemiotics, notably together with colleagues from Copenhagen; (5) teaching semiotics as a major in bachelor, master, and doctoral programs in the University of Tartu, since 1994; (6) a plurality of institutions — in addition to the Department of Semiotics in the University of Tartu, several supporting semiotic institutions have been established since 1990s; and (7) a wide scope of research in various branches of semiotics, including theoretical studies, empirical studies, and applied semiotics projects on governmental and other request.
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Ganassin, Sara, and Prue Holmes. "‘I Was Surprised to See You in a Chinese School’: Researching Multilingually Opportunities and Challenges in Community-Based Research." Applied Linguistics 41, no. 6 (October 8, 2019): 827–54. http://dx.doi.org/10.1093/applin/amz043.
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Abstract Researchers working in multilingual contexts must draw on their own linguistic resources when conceptualizing, planning, conducting, and reporting their studies, whether for theses or publications, or in dissemination to other stakeholders. However, these multilingual processes have received little attention in previous research. Drawing on an ethnographic study undertaken by Sara Ganassin in Chinese community language education, we investigate what opportunities and challenges a ‘researching multilingually’ perspective offers the researcher. We analyse narrative data and ethnographic observations to illustrate how the researcher drew on her multilingual resources vis-a-vis the linguistic spaces of her research context, the reflexive aspects of her multilingual positionality, and the ethical choices faced by her. From these insights, we make a theoretical and methodological case for embedding a researching multilingually approach in research that recognizes the linguistic resources of the researcher. The study has implications for building researcher capacity in multilingual research contexts, and for highlighting multilingual researcher processes that improve understanding, reporting, and representation of people from diverse linguistic and cultural horizons.
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de Bres, Julia. "Language in the Workplace Project and Workplace Communication for Skilled Migrants course at Victoria University of Wellington, New Zealand." Language Teaching 42, no. 4 (October 2009): 519–24. http://dx.doi.org/10.1017/s0261444809990061.
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The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New Zealand Dictionary Centre, set up in partnership with Oxford University Press, which provides a base for research into New Zealand lexicography and aspects of language in New Zealand. It also incorporates an English Language Institute, which specialises in teaching English language courses and teacher education programmes. A particular strength of the School's makeup is the opportunity to engage in research which benefits and is benefited by both theoretical and practical approaches to issues in linguistics and applied linguistics. This report describes one of a number of examples of the productive integration of language teaching and language research at LALS. We describe an ongoing research project that has developed organically over the past twelve years. The research involved first collecting and analysing authentic workplace interaction between native speakers, and then making use of it in explicit instruction aimed at developing socio-pragmatic proficiency in the workplace among skilled migrants with English as an Additional Language (EAL). We are now engaged in evaluating the results of the instruction, not only in the classroom, but also in workplaces where the migrants have been placed as interns.
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Çetinkaya, Dildar, and Doğan Yücel. "Yabancı Dil Türkçe Dilbilgisi Öğretiminde 6. Sınıf Öğrencilerinin Yaşadıkları Bazı Güçlükler: Irak Örneği." International Journal of Social Sciences 6, no. 24 (February 25, 2022): 274–92. http://dx.doi.org/10.52096/usbd.6.24.16.
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With the existence of human beings on earth, certain needs have emerged. In addition to basic needs such as nutrition and shelter, communication has become one of the biggest needs. People living in different geographies communicated with each other for many reasons and started to learn each other's languages in order for this communication to be healthy and understandable. Thus, the number of foreign language learners has increased day by day. In fact, factors related to the structural and socio-cultural differences between languages make learning difficult at the stages of foreign language learning. It has been observed that students whose mother tongue is Kurdish also experience problems in learning Turkish as a foreign language. The aim of the study is to investigate the reasons for the difficulties experienced by these students, to compare the structural features between languages and to determine where the students have difficulties while learning Turkish as a foreign language. The evaluation was prepared with a descriptive method as a result of a holistic literature review and the findings. As a result of this method applied, the population of the research is Irak Duhok Stirling Primary School students who learn Turkish as a foreign language. The sample group was determined as 72 students in the 6th grade of Stirling School. An open-ended exam was administered to the students. Exam results of the students prove that they have difficulties in grammar. Keywords: Turkish, Kurdish, foreign language, grammar, learning difficulities.
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Costa, Alexandre. "Interdisciplinaridade e transversalidade: considerações sobre a epistemologia do trabalho escolar brasileiro." Cadernos de Linguagem e Sociedade 9, no. 2 (November 12, 2010): 25–44. http://dx.doi.org/10.26512/les.v9i2.9243.
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The aim of this paper is to rethink the concepts of ‘transversality’ (the transversal themes’ approach) and ‘interdisciplinarity’ as they were constructed in the Brazilian National Syllabus and instantiated in two Applied Linguistics studies. From their emergency in an analysis of English teachers’ practical theories, these notions are considered in another study about school practices and reviewed in their epistemological and discursive characteristics.
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Gao, Jing. "SPECIAL ASPECTS OF SELECTING CONTENT FOR TEACHING CHINESE TO HIGH SCHOOL STUDENTS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 62, no. 4 (December 30, 2022): 112–23. http://dx.doi.org/10.25146/1995-0861-2022-62-4-373.
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Problem statement. The increase in the level of cooperation between China and Russia has led to the introduction of Chinese into the school curriculum, and consequently, the need to adapt existing training programs for Russian schoolchildren. This article examines distinctive features of the two cultures, differences and similarities in the linguistic and cultural picture of the world of Russians and Chinese, as well as their influence on the selection of materials for teaching high school students. The purpose of the study is to identify the main features of the content selection for the Chinese language teaching program applied for high school students in Russian schools. The methodology of the study consists of generalization and analysis of studies in the field of cultural characteristics of Russia and China, as well as the methodology of teaching Chinese as a foreign language. Research results. The analysis of studies in the field of linguistic culture of the world of Russia and China revealed the main features, similarities and differences of the two countries. Both countries have been developing for many centuries, have traditional holidays, a special attitude to food, drinks, religion, and behavior. All this affects understanding and remembering of information, diligence and readiness to learn. In addition, Chinese differs significantly from Russian in terms of phonetics, grammar and vocabulary. It is difficult for Russian schoolchildren to learn hieroglyphics, since even the Chinese study their writing system for at least 7 years. Pronunciation of many sounds has no analogues in the Russian language, and the meaning of phrases often depends on the tonality. All these differences, as well as the existing similarities in history and literature, should be taken into account when developing a training program for Russian schoolchildren. Studying of works by various specialists, as well as exemplary curriculum for general education institutions, helped to clarify all the features of selecting materials for effective teaching of high school students. Conclusion. The similarities and differences revealed in this article between the linguistic and cultural picture of the world of Russia and China allow us to determine the main features of selecting materials for teaching Russian schoolchildren. When selecting the material, it is necessary to take into account both educational aspects that are important when learning any foreign language, and the peculiarities of Chinese vocabulary, grammar, and phonetics. The features identified by this article will help to form a full-fledged syllabus aimed at the formation of intercultural communication and to use it for teaching high school students in Russian schools.
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Schleppegrell, Mary J., and Catherine L. O'Hallaron. "Teaching Academic Language in L2 Secondary Settings." Annual Review of Applied Linguistics 31 (March 2011): 3–18. http://dx.doi.org/10.1017/s0267190511000067.
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Research on instruction in academic language in second language (L2) secondary settings is currently emerging as a focus in applied linguistics. Academic language refers to the disciplinary registers that students encounter in the secondary years, and using academic language calls for advanced proficiency in complex language across subject areas, posing challenges for teacher preparation. In this article we summarize recommendations from syntheses of research on adolescent L2 learners and then present reports of recent studies that describe instructional approaches that illuminate the recommended practices in contexts where students who speak languages other than English are learning school subjects in English. Three key instructional dimensions are highlighted: that teachers need knowledge about how language works in their subject areas, that academic language development calls for careful planning across a unit of instruction, and that students need support for engagement in classroom activities that promote the simultaneous learning of language and content. To prepare teachers for this work, secondary teacher education needs to incorporate a focus on language–content relationships in each disciplinary area. More research is needed to better understand and support academic language development, and we call for collaboration and dialogue between educational researchers and applied linguists concerned with these issues.
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Новосёлова, Елена Владимировна. "THE CUZCO SCHOOL PAINTING AS A WORLDVIEW MODEL." ΠΡΑΞΗMΑ. Journal of Visual Semiotics, no. 1(27) (April 2, 2021): 124–41. http://dx.doi.org/10.23951/2312-7899-2021-1-124-141.
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В статье рассматривается феномен кусканской школы живописи (одного из наиболее самобытных явлений культурной жизни не только стран Андского региона, но и всей Латинской Америки в колониальный период) как отражение мировоззрения индейцев колониального периода. Важность этих визуальных источников обусловлена тем, что они создавались самими индейцами, хотя и под контролем испанского клира с целью христианизации местного населения. Несмотря на значимость тематики и немалое количество посвященных ей исследований, многие аспекты проблемы еще не нашли исчерпывающего истолкования. Во многом это касается как раз идеологических и мировоззренческих аспектов. В связи с этим перед автором стояла задача рассмотреть полотна не с сугубо искусствоведческих, а с семиотических позиций: какие аспекты мировоззрения стоят за тем или иным символом и мотивом. Для решения этой задачи автор анализирует ряд живописных полотен школы Куско (наиболее перспективных с точки зрения целей исследования) с целью выявить содержащиеся в них мировоззренческие элементы, которые нашли отражение в образах, мотивах, цветопередаче. Проведение такого анализа невозможно без привлечения сравнительных данных из других источников по особенностям индейского мировоззрения, прежде всего письменных. Единовременность создания обеих групп источников позволяет проводить релевантные параллели относительно одних и тех же объектов исследования. В первую очередь для удобства и наглядности анализа автор проводит типологизацию мировоззренческих элементов по принципу происхождения. Традиционно их можно поделить на индейские, испано-христианские и смешанные. Автор также дает краткий обзор основных художественных традиций, оказавших влияние на становление школы (испанское барокко, индейские верования и элементы искусства и пр.). Анализ художественных и стилистических особенностей произведений с точки зрения их идеологического содержания позволяет сделать следующие выводы. Во-первых, многие символы и мотивы школы Куско прямо восходят к индейским верованиям доиспанской эпохи. Во-вторых, многие эти символы и мотивы не являются эксплицитными, а считываются без особых затруднений. В-третьих, испано-христианские элементы носят во многом внешний, декларативный характер с рядом уступок по отношению к языческим мотивам. Все это говорит о том, что мировоззрение индейцев колониального периода было сложным и многогранным по своему составу. При этом важно отметить, что ни одна из мировоззренческих систем не предстает в своем исходном виде, что было вызвано драматическим процессом столкновения двух этих систем и созданием на их базе новой. Тем не менее, исходя из анализа полотен школы Куско, есть основания считать, что в этой мозаичной системе индейского мировоззрения доиспанские элементы могут считаться преобладающими. Все это свидетельствует о подлинном синтезе мировоззрений и о метисном характере самой школы Куско как культурного и социального явления. The article considers the phenomenon of the Cuzco School of painting (one of the most original phenomena of cultural life not only in the Andean region, but also in Latin America in general during the colonial period) as a reflection of the worldview of the Indians of the colonial period. Indians themselves created paintings, although under the control of the Spanish clergy, in order to Christianize the local population, which makes these visual sources important. Despite the significance of the topic and the number of studies devoted to it, many aspects of the problem have not yet been fully interpreted. In many ways, this applies to ideological and worldview aspects. In this regard, the author analyses Cuzco paintings in semiotic, rather than purely artistic, terms: what aspects of the worldview are behind a particular symbol and motif. To solve this problem, the author analyzes a number of paintings of the Cuzco School (the most promising for the research) in order to identify the worldview elements – reflected in the images, motifs, and colors – the paintings contain. It is impossible to conduct such an analysis without using comparative data from other sources on the peculiarities of the Indian worldview, especially written ones. The simultaneous creation of both groups of sources allows drawing relevant parallels with respect to the same research objects. For the convenience and clarity of the analysis, the author typologizes worldview elements based on the principle of origin. Traditionally, they can be divided into Indian, Spanish-Christian, and mixed. The author also gives a brief overview of the main artistic traditions that influenced the formation of the school (Spanish Baroque, Indian beliefs and elements of art, etc.). The analysis of the artistic and stylistic features of the works from the point of view of their ideological content allows drawing the following conclusions. Firstly, many of the symbols and motifs of the Cuzco School go directly back to pre-Hispanic Indian beliefs. Secondly, many of these symbols and motifs are not explicit yet can be read without much effort. Thirdly, the Spanish-Christian elements are largely external, declarative in nature, with a number of concessions to pagan motives. All this suggests that the worldview of the Indians of the colonial period was complex and multi-faceted in its composition. At the same time, it is important to note that none of the worldview systems appears in its original form because of the dramatic process of the collision of these two systems and the creation of a new one on their basis. Nevertheless, based on the analysis of the paintings of the Cuzco School, there is reason to believe that in this mosaic system of the Indian worldview, pre-Hispanic elements can be considered pre-existing. All this testifies to a genuine synthesis of worldviews and to the mestizo character of the Cusco School as a cultural and social phenomenon.
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Catford, J. C. "On the classification of stop consonants (1939)." Journal of the International Phonetic Association 40, no. 3 (December 2010): 287–91. http://dx.doi.org/10.1017/s0025100311000065.
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The reprinted text entitled ‘On the classification of stop consonants’ was written by J. C. Catford, in original phonetic transcription, for the 1939 January–March issue (vol. 65) of Le Maître Phonétique and is an example of the article de fond type of contribution. J. C. (Ian) Catford (1917–2009) studied phonetics with Daniel Jones, Pierre Fouché and Marguerite Durand. He founded the School of Applied Linguistics in Edinburgh in the early 1950s. In 1964, he was invited to the University of Michigan, where he headed the English Language Institute and the Laboratory of Communication Studies until his retirement in 1985.
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Jiménez Catalán, Rosa María, and Alejandra Montero-SaizAja. "Conceptualization of the ‘School’ in the English Available Lexicon of Spanish Adolescents." Miscelánea: A Journal of English and American Studies 61 (January 25, 2021): 13–32. http://dx.doi.org/10.26754/ojs_misc/mj.20205138.
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This study explores the conceptualization of ‘School’ in the English lexicon of EFL learners, and compares this lexicon to the meanings attributed to the entry School in English dictionaries. Our first objective aimed at identifying the most frequent content words retrieved by Spanish EFL learners in response to the cue-word SCHOOL in a lexical availability/association task, and comparing them with the meanings attributed by dictionaries. Our second objective aimed at ascertaining whether there were gender similarities or differences in the lexical production and the actual words retrieved by males and females. The quantitative analyses applied to the data revealed a common structure in male and female EFL learners’ available lexicon as well as a high correspondence to the meanings attributed to School in dictionaries. However, the qualitative analysis also uncovered typical patterns related to adolescent school life not present in dictionaries as well as vocabulary not shared by males and females but exclusively generated either by males or by females.
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Qasim, Asma Yahya. "A Study of the Factors Affecting the Learning of English Speaking Skills." Academic Journal of Nawroz University 10, no. 1 (March 18, 2021): 193. http://dx.doi.org/10.25007/ajnu.v10n1a1078.
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It is generally assumed that language is a purposeful goal-oriented activity; its main objective is the internalization of a system of rules which defines correct linguistic competence accompanied by the required communicative competence. Added to that, Language is a unity of four major skills, namely listening, speaking, reading and writing. Recently, it has been argued on both linguistics and psychological grounds that the speaking English should be the principal objective in language teaching. Speaking is a very significant skill which overlooks other four sub-skills namely, fluency, accuracy, grammar and comprehension. The current study has been conducted to investigate English language teachers’ perspective of the sources of problems that encounter basic school learners during their learning of English-Speaking Skills from. Moreover, the present study aims at answering the following question: What are the problems that basic school learners face during their learning of English-speaking skills from English language teachers’ perspective? This has been done through a questionnaire prepared by the researcher, based on the relevant literature review and previous studies, and presented to a panel of juries in English language to check its validity and reliability. The questionnaire was then applied to a sample of teachers. The collected data have been statistically analyzed. In the light of the results arrived at, a set of concluding point, some recommendations and suggestions for further research have been put forward.
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Porsanger, Lise. "The reconstruction of physical education teachers: A critical discourse analysis of regulative texts." Journal for Research in Arts and Sports Education 4, no. 1 (June 17, 2020): 76–91. http://dx.doi.org/10.23865/jased.v4.2134.
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In 2008, the Norwegian Directorate for Education and Training implemented a new circular with directives for water activities in schools and with a call for testing teachers’ water competence. This circular seems to align with international school safety policies, where additional regulations and safety guidelines are put into practice in school programs such as physical education. Despite this, studies that have applied a critical discourse perspective on regulative texts in physical education seem scarce. The purpose of this article is to examine how teachers’ risk and safety management in physical education is constructed in five regulative documents governing primary and secondary schools in Norway. Norman Fairclough’s critical discourse methodology has been applied to conduct a linguistic and contextual analysis of language. The analysis seems to reveal a discourse that challenge teachers’ autonomy and position. Because the discourse can appear to be neutral and imperative, it might be taken for granted in the field. The entrancement of a controller in examining teachers’ water competence seems to reflect ideals of revision and central control. This article therefore contributes to the understanding of regulative discourses and their power, in education and physical education.
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Peterson, Amy K., Carly B. Fox, and Megan Israelsen. "A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 866–81. http://dx.doi.org/10.1044/2020_lshss-19-00039.
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Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary– and middle school–aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9–14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near-transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student-generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180–300 min across 6–8 weeks) in a one-on-one or paired group setting. Greater intervention effects were also seen in children with reading and/or language disorders, compared to children with overall academic performance difficulties. Conclusions A number of expository discourse interventions showed promise for student use of learned skills within the treatment setting (i.e., near-transfer outcomes) but had limited generalization of skills (i.e., far-transfer outcomes). Supplemental Material https://doi.org/10.23641/asha.12449258
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Doerr-Stevens, Candance. "Multimodal exploration of civic stance in the English Language Arts classroom." English Teaching: Practice & Critique 16, no. 1 (May 2, 2017): 6–28. http://dx.doi.org/10.1108/etpc-11-2016-0142.
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Purpose This study/paper aims to explore civic participation within multimodal expression. With the rise of content produced and circulated within participatory cultures online, there has been much attention raised regarding questions of audience and attention to this content. For example, does production of media content constitute having a voice if no one is paying attention? Design/methodology/approach Using multimodal analysis and mediated discourse analysis, this study examines adolescents’ school-based media production and use of multimodal ensembles to recruit and maintain audience attention to specific content in their radio and video documentaries. Findings Research findings reveal deliberate attempts to connect with audience needs when creating media as well as exploration of emerging civic identities. Research limitations/implications Questions for how researchers in literacy and learning can further investigate and articulate civic engagement and advocacy are suggested. Practical implications Implications for how teachers can use multimodality to create spaces for civic engagement are provided. Originality/value This study is original in that few studies have applied the concepts of participatory politics to media products and process conducted in school settings. This study begins to test the utility of these constructs.
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Pärli, Ülle, and Eleonora Rudakovskaja. "Juri Lotman on proper name." Sign Systems Studies 30, no. 2 (December 31, 2002): 577–91. http://dx.doi.org/10.12697/sss.2002.30.2.13.
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The article treats the concept of proper name in Juri Lotman’s semiotics, taking into account also studies in the same field by other authors of the Tartu-Moscow school (V. Ivanov, B. Ogibenin, V. Toporov, B. Uspenski). Focus is laid at three sub-topics: name and myth, name and text, name and artistic creation. One of the sources of treating proper name for both the program article by J. Lotman and B. Uspenski (“Myth — Name — Culture”), and works by several other semioticians of the Tartu–Moscow school is confidence in the connection between proper name and mythical (a-semiotic) thought: semiosis equals here with nomination. Proper name plurality, different re-namings affirm the continuing importance of mythical thinking in later culture. Proper names (such as personal names, place names) belong, in addition to natural language, also into a certain individual system, forming thus an interlinguistic layer located on the boundary of language. J. Lotman stresses that art has a specific power of uniting general and proper name (proper name characterized here by individuality, explosiveness). An artistic work is even doubly of proper name character: both the act of creation and its reception are by nature individual and unrepeated. In the opinion of the authors the treatment of proper name by the Tartu-Moscow school contains fruitful and promising standpoints for the analysis of contemporary culture that, however, have been applied unjustifiably little.
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Pencheva, Antonia. "The Bulgarian voice in the world Russianists’ choir." Russian Language Studies 20, no. 4 (December 15, 2022): 399–413. http://dx.doi.org/10.22363/2618-8163-2022-20-4-399-413.
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The author thoroughly examines the emergence, formation and development of the Russian studies in Bulgaria as a scientific field, both in retrospect and in the context of its current state. The author traces the influence of historical, political and socio-economic factors on teaching Russian to Bulgarians. Keeping in mind the changes in the political and socio-economic orientation of the Republic of Bulgaria and of the Russian Federation in the last three decades, it appears relevant at the present states of development of the two countries to comprehensively describe the various development trends of the Russian studies and Russian language teaching in Bulgaria. Representative material from scientific publications and collective monographs on heterogeneous aspects of the Russian studies (linguistic, literary and applied) has been used in the research. Traditional methods of analysis and evaluation of scientific literature, observation, description and generalization of pedagogical experience are applied in this study. It also includes analysis of data from the National Statistical Institute of Bulgaria on the number of schoolchildren studying Russian at different stages and in different types of secondary schools. The official statistical data show a stable interest in the Russian language among Bulgarian pupils and students, regardless of changing attitudes in the society. The Russian language remains the second most frequently chosen after English. The pragma-tic attitude of pupils and students, a combination of subjective and objective factors contribute to their choice to study Russian. The specific feature of the Bulgarian model is teaching Russian at all levels: preschool, school, university and continuing education in accordance with the European policy of lifelong learning.
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Martín, Eduardo, and María del Carmen Muñoz de Bustillo. "School Adjustment of Children in Residential Care: a Multi-Source Analysis." Spanish journal of psychology 12, no. 2 (November 2009): 462–70. http://dx.doi.org/10.1017/s1138741600001840.
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School adjustment is one the greatest challenges in residential child care programs. This study has two aims: to analyze school adjustment compared to a normative population, and to carry out a multi-source analysis (child, classmates, and teacher) of this adjustment. A total of 50 classrooms containing 60 children from residential care units were studied. The “Método de asignación de atributos perceptivos” (Allocation of perceptive attributes; Díaz-Aguado, 2006), the “Test Autoevaluativo Multifactorial de Adaptación Infantil” (TAMAI [Multifactor Self-assessment Test of Child Adjustment]; Hernández, 1996) and the “Protocolo de valoración para el profesorado (Evaluation Protocol for Teachers; Fernández del Valle, 1998) were applied. The main results indicate that, compared with their classmates, children in residential care are perceived as more controversial and less integrated at school, although no differences were observed in problems of isolation. The multi-source analysis shows that there is agreement among the different sources when the externalized and visible aspects are evaluated. These results are discussed in connection with the practices that are being developed in residential child care programs.
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Juárez Nájera, Margarita, and Mariana Castellanos. "Elucidating the Visual Language of the Venus Table in the Dresden Codex: A Visual Semiotics Approach." Estudios de Cultura Maya 56, no. 2 (June 29, 2020): 95–126. http://dx.doi.org/10.19130/iifl.ecm.2020.56.2.0004.
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The visual language of the paintings has undergone a theoretical and pragmatic process, which is different than that of textual linguistics. In this paper we propose a method of analysis based on semiotics to elucidate and compare the visual response of six paintings of the pre-Columbian Maya Dresden Codex. The Venus table was chosen because it presents a calendrical-astronomical message through a visual language that makes its interpretation complex. We consider that the visual semiotics of the Quebec School represented by Saint-Martin and Shannon´s entropic comparison of the Venus table paintings may be applied to both classical and contemporary pictorial works to support the work of art historians.
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Calefato, Patrizia. "On myths and fashion: Barthes and cultural studies." Sign Systems Studies 36, no. 1 (December 31, 2008): 71–82. http://dx.doi.org/10.12697/sss.2008.36.1.05.
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Roland Barthes’s work has confronted contemporary culture with the question of what happens when an object turns into language. This question allowed Barthes to “construct” well known cultural objects — from novels to music, from images to classical rhetoric, from love to theatre — in an unthought way, and to create new, even more unknown ones — from contemporary myth to fashion, from Japan to food culture. In this paper, Barthes’s cultural criticism is considered alongside with the issues raised by Cultural Studies. More specifically, Barthes’s constant reflection on the myth undoubtedly entitles us to connect his cultural criticism to the work that, in those same years, was being produced by the English forge of Cultural Studies, namely the so-called “Birmingham school”. Even today, Barthes’s work makes it possible for semiotics to be, to use his expressions, both “the science of every imagined universe”, and a mathesis singularis, rather than universalis, that is to say a systematic way to approach the singularity of the objects of knowledge. On the basis of this “transcendental reduction”, we can therefore wish for a “second birth” and a transvaluation of linguistics and of semiotics, both to be applied through varied and disseminated forms of intellectual activism.
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Byrd, Arynn S., and Jennifer A. Brown. "An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 139–48. http://dx.doi.org/10.1044/2020_lshss-20-00060.
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Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317
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Moate, Josephine, and Maria Ruohotie-Lyhty. "Identity and Agency Development in a CLIL-based Teacher Education Program." Journal for the Psychology of Language Learning 2, no. 2 (September 20, 2020): 92–106. http://dx.doi.org/10.52598/jpll/2/2/7.
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A consensus exists in applied linguistics that agency and identity are key concepts in understanding teacher development. Although a large body of research has focused on studying language teacher and learner identity and agency separately, less attention has been paid to the relationship of these concepts in individual development. In this contribution, we use an ecological perspective to explore and illustrate the interplay between and development of agency and identity. The participants in the study were primary school teacher students specializing in foreign language pedagogy for younger learners and studying in a CLIL-based teacher education program. The qualitative data were collected through reflective essays focusing on the Finnish student teachers’ past, present, and future relationships with the English language during different phases of their bachelor’s studies.
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Stanković, Dragana. "Lokalni govor učenika osnovnoškolskog uzrasta iz Vranja i nastava gramatike srpskog jezika." Inovacije u nastavi 35, no. 2 (2022): 117–30. http://dx.doi.org/10.5937/inovacije2202117s.
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Creative, modern teaching of Serbian language actualizes the issue of the place of local speech of students in grammar teaching. When adopting a language standard, it is necessary to start from the local speech of the students and compare these two language idioms. Accordingly, the subject of this paper is the local speech of elementary school students from Vranje in teaching Serbian grammar. The aim of this paper is to determine the degree of presence of certain linguistic traits in dialect form in the speech of students and their representation in the Serbian language curricula (grammar teaching) for elementary school. For the purpose of this paper we determined the frequency of using dialect forms of certain linguistic traits by calculating the frequency index, in accordance with the methodology of sociolinguistic studies, and then we analyzed the Serbian language curricula. The obtained results show which linguistic traits do not cause major problems in adoption, which has to be taken into account in Serbian language teaching process. According to the obtained results, possible directions of curriculum innovation are indicated in line with the speaking habits of students from Vranje. The analytical framework proposed in this paper offers a model of students' local speech research, which could be applied in some further extensive research of student speech in the wider area of Prizren-Timok speech area. The research following this model could contribute to the innovation of the Serbian language curricula in elementary school and their adaptation to the Prizren-Timok speaking area.
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Oranje, Jo, and Lisa F. Smith. "Language teacher cognitions and intercultural language teaching: The New Zealand perspective." Language Teaching Research 22, no. 3 (February 13, 2017): 310–29. http://dx.doi.org/10.1177/1362168817691319.
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The New Zealand school curriculum was last revised in 2007, at which time a new emphasis was placed on culture in language teaching. The practice of intercultural language teaching is implicit in the curriculum document and explicit in the curriculum guide, which features a set of principles for intercultural communicative language teaching (iCLT). This article presents a study on the extent to which New Zealand language teachers’ beliefs and practices are aligned with intercultural language teaching (ILT). A questionnaire administered to New Zealand language teachers included a number of items used in a seminal seven-nation comparative study conducted by Lies Sercu and her colleagues, as well as other items developed from relevant literature. Expanding on previous studies’ use of item-by-item analyses, multi-item scales to measure alignment of New Zealand teacher’s beliefs and practices with ILT were developed, which yielded good internal reliabilities. The findings revealed an apparent mismatch between beliefs and practices, with teachers being favourably disposed towards ILT but not practising the approach in their classrooms. Interpretation of the data using concepts from teacher cognition research suggested that the differences represented tensions between teachers’ abstract, theoretical beliefs and their concrete, practical beliefs. We argue that supporting teachers’ applied knowledge of developing intercultural communicative competence (ICC) will allow them to recognize that those beliefs need not be discordant.
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Nugent, Michael. "Ambivalent laughter: the key to preserving playtime." European Journal of Humour Research 10, no. 1 (April 14, 2022): 37–49. http://dx.doi.org/10.7592/ejhr.2022.10.1.634.
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Arguments over the future of school playtime continue back and forth. Opinions range from the interval period envisaged as a waste of teaching and learning time to sentiments supporting a child’s right to free play. Neither view, however, addresses the principal issue. If all laughter is ambivalent, which is the issue proposed here, then the central means by which pupils communicate on the primary school playground cannot be an indication of their contentment alone. The double, contradictory nature of ambivalency means that pupils’ laughter can also be an indication of their unhappiness. Playtime’s substantially serious dimension, therefore, invalidates any claims that playtime is simply a frivolous occasion and therefore expendable. Mikhail Bakhtin’s work on the language of relationships and on ambivalent laughter provides this qualitative study with the fresh insights that can make a positive contribution to the ongoing playtime debate.
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Hartati, Tatat. "CONFERENCING APPROACH IN PROMOTING WRITING ABILITIY: A CLASSROOM ACTION RESEARCH STUDY ON LANGUAGE CREATIVE WRITING IN INDONESIAN LANGUAGE." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 56. http://dx.doi.org/10.17509/ijal.v7i2.8346.
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In recent days there is a growing interest in the study of creative writing. A number of approaches for teaching creative writing have also been investigated. However, studies investigating creative writing particularly for primary school students are hardly to find. The aim of the present research is to figure out how conferencing approach is applied to teach poetry writing and to find out the impact of this approach to the students’ writing skills. The study used a classroom action research with 30 sixth-grade students as the participants. To ensure the present approach effectively improves the learning achievement, the study used three cycles of teaching steps, including classical, group, and individual. Various media and sources to support the learning activities were also used. The results of the study show that there is a significant improvement in students’ writing skills, in which the average score of the third cycle was twice higher than that of the first cycle. This suggests that conferencing instruction had been successful in improving students’ writing skills. The process of interaction, both among students and between students and the teachers, were also emphasized. In addition, the teachers gained an experience of assesing poetry writing analytically using four aspects: creative idea, diction, information, and imagination.
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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.
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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability.
Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach
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Wilden, Eva, and Raphaela Porsch. "The impact of teaching quality and learning time on primary EFL learners’receptive proficiency." AILA Review 32 (December 31, 2019): 160–77. http://dx.doi.org/10.1075/aila.00025.wil.
Full textAbstract:
Abstract This contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).
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Hollo, Alexandra, Johanna L. Staubitz, and Jason C. Chow. "Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms." Journal of Speech, Language, and Hearing Research 63, no. 6 (June 22, 2020): 1947–57. http://dx.doi.org/10.1044/2020_jslhr-19-00118.
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Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.
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Cabrera Perdomo, Santa Yokasta, and Olga Lidia Martínez Leyet. "DESARROLLO DE LA COMPETENCIA LINGÜÍSTICA EN IDIOMA INGLÉS EN LAS ESCUELAS PÚBLICAS DOMINICANAS." Revista Cognosis. ISSN 2588-0578 2, no. 1 (February 24, 2017): 27. http://dx.doi.org/10.33936/cognosis.v2i1.278.
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La comunidad educativa de República Dominicana afronta nuevos paradigmas en el proceso de aprendizaje del idioma inglés en las escuelas públicas: la expansión imparable de la información, las redes sociales y el nuevo enfoque que plantea la propuesta curricular del nivel preuniversitario (enfoque por competencias). Otro aspecto de igual importancia es alcanzar un nivel lingüístico B2 (según el Marco Común de Referencia para Las Lenguas MCRL), lo que se convierte en uno de los grandes desafíos del Ministerio de Educación (MINERD).A los egresados del nivel preuniversitario se le exige cada vez con mayor fuerza el desarrollo de la competencia lingüística en idioma ingles como requisito para continuar estudios universitarios o para insertarse en el mundo laboral.En este trabajose presentan las causas y consecuencias de la situación problemática existente entre las necesidades actuales y las metodologías aplicadas actualmente para el desarrollo de las competencias lingüísticas del idioma inglés en el nivel preuniversitario.
PALABRAS CLAVE: Marco Común de Referencia para Las Lenguas MCRL; competencias lingüísticas; nivel lingüístico.
DEVELOPMENT OF LANGUAGE COMPETITION IN ENGLISH LANGUAGE IN DOMINICAN PUBLIC SCHOOLS
ABSTRACT
The educational community of Dominican Republic is facing new paradigms in the English learning process in public schools: the unstoppable expansion of information, social networks and the new approach raises the curricular proposal of pre-university level (competency-based approach). Another equally important aspect is to achieve a linguistic level B2 (according to the Common Framework of Reference for Languages MCRL), which became one of the great challenges of the Ministry of Education (MINERD) .A pre-university level graduates will demands ever more strongly the development of linguistic competence in English language as a requirement to continue university studies or in entering the employment world. This article presents the causes of the existing problematic situation between current needs and methodologies applied currently for the development of language skills of English in high school level.
KEYWORDS: Common Frame of Reference for Languages CEFR; language skills; language proficiency.
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Węsierski, Michał Roman. "The manner of use, the uses and sub-uses of terms in social sciences: from the functional approach to natural language to applied semiotics and the philosophy of science." Semiotica 2021, no. 240 (March 29, 2021): 23–39. http://dx.doi.org/10.1515/sem-2021-0019.
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Abstract The functional approach to natural language (FANL) emerged in the late 1960s. It focused on the use and the sub-use of language expressions, taking into account role of the language context and the extra-linguistic situation of a given statements. This approach referred, both conceptually and methodologically, to the tradition of British analytical philosophy of language on the one hand, and to the achievements of the Lvov-Warsaw School on the other. It seems that despite the passage of more than half a century since its inception, this approach has lost nothing of its relevance and its cognitive value, and may even provide inspiration for the exploration new research areas concerning the formulation of language utterances. The aim of this article is to show the potential applications of the FANL as a specific semiotic concept in the field of the philosophy of social sciences. The paper points out how the functional conception can be successfully used in methodological analyses of the logical methodology of social sciences. The case studies presented in the article refer to the research practice of social sciences. Examples of the use and sub-uses of terms are discussed in the light of the polyparadigmatic structure of social sciences and the differences in research patterns accepted by given scientific collectives.
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MOVLYAMOVA, Nilgün, and Elif Derya Özdemir. "A1- A2 Seviyesinde Yabanci Dil Olarak Türkçe Yazma Becerisinin Gelişiminde Yaratıcı Yazma Tekniklerinin Kullanımı: Kazakistan Örneği." International Journal of Social Sciences 6, no. 24 (May 12, 2022): 400–421. http://dx.doi.org/10.52096/usbd.6.24.24.
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There are four basic skills in foreign language teaching: listening, reading, speaking and writing. These skills are interrelated. One affects the other. Writing skill in foreign language teaching is as important as listening, reading and speaking skills. In this study, the effects of creative writing methods and techniques on the writing skills of A1 and A2 level cognates who learn Turkish as a foreign language were investigated. Creative writing techniques and methods were applied to cognates at A1 and A2 levels.It was investigated whether the creative writing techniques and methods applied had an effect on cognate students learning Turkish as a foreign language.The study group of the research consists of 24 students at A1 level and 23 students at A2 level studying at Bilim Innovation Girls High School in Shymkent, Kazakhstan in the 2021-2022 academic year. case study was used as one of the qualitative research methods. The last creative writing activity was determined as a data collection tool in the study.The findings obtained at the end of the study were evaluated and interpreted according to the Creative Writing Competencies criteria in the European Language Portfolio by using the observation method. as the creative writing activities applied as a result of the research change it is seen that different objects emerge. It is observed that this creative writing skills that are applied differs according to male and female students and female students are more successful in creative writing and creative thinking. Key words: Creative writing, Teaching Turkish language, methods, foreign language
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Mardieva, Leyla. "Visual precedence: theoretical and applied aspects." SHS Web of Conferences 88 (2020): 01020. http://dx.doi.org/10.1051/shsconf/20208801020.
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The article focuses on scientific publications dedicated to visual precedence. The analyzed works reflect a certain irregularity in the terminological designation of precedent visual phenomena (pre-existing visual phenomenа – PVP) and, at the same time, the replenishment of terminological vocabulary in studies of the researchers dealing with visual precedence. A review of works on the declared topic highlights the lack of unanimous opinion on the PVP representation forms in text structures and on the scope of visual precedence. The specific features of the PVP functioning in political and media discourses have been definitively described by the beginning of the 2nd decade of the 21st century; although fragmentary but sufficiently representative information has been obtained about the nature of their existence in advertising; the first steps were being taken in studying of their specific use in artistic and popular science discourse. The researcher s have established sphere sources of PVP, their general and particular functions, described technologies for associative increments actualization through PVP, exciting meanings planned by the addressing speaker. The results of the PVP study are reflected in the forensic linguistic examinations practice and in language teaching at school and the university.
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Liang, Lang. "Applied Logic in the Age of Big Data: The Evolution of Linguistic Programming and Decoding in Psychological Trend Analysis." Journal of Sensors 2022 (August 18, 2022): 1–12. http://dx.doi.org/10.1155/2022/4915539.
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Mental health quality is closely related to individual mental health level. High mental health quality can help high school students deal with mental illness in time, actively seek help from others, and improve their stigmatized abnormal beliefs, so as to improve their overall mental health level. The party and the government pay more and more attention to the shaping of everyone’s proactive social psychology, which has been widely concerned in modern society. Therefore, this article scientifically studies the applied logic of the information age: the evolution of language programming and decryption in the trend of psychological change. SQL Server data management system, Oracle big data statistical analysis and research ideas, ACSI mental health evaluation index system, and language expression encoding and decoding method were used to measure the mental health of Chinese teenagers and children, and the relevant measurement conclusions were compared. The results show that the accuracy of language programming is higher than that of traditional mental health measurement. Finally, the paper discusses the scientific research of mental health, puts forward corresponding proposals, and finally prospects the future of the exploration of the ways of mental health cultural education.
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Sutherland, LeeAnn M. "Black Adolescent Girls' Use of Literacy Practices to Negotiate Boundaries of Ascribed Identity." Journal of Literacy Research 37, no. 3 (September 2005): 365–406. http://dx.doi.org/10.1207/s15548430jlr3703_4.
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This qualitative study highlights the interconnectedness of literature, literacy practices, identity, and social positioning within a framework of a common enactment of multicultural education: adding literature by and about people of color to the language arts curriculum. The study provides a window on the meaning-making of six 16-year-old Black girls as they studied The Bluest Eye (Morrison, 1994) in their high school English class. Drawing primarily on group and individual interview data, this research shows participants spending little time analyzing the literature per se. Instead, spurred by incidents in the novel, they used the text as a launching point from which they analyzed their own life experiences. Socially positioned as young Black women, participants have found that they are expected by people in their school, community, and outside their community to behave in particular ways as a reflection of their assumed values and ways of being in the world. They also have experienced the effects of a Eurocentric standard of beauty, so central to the novel, being applied in their own lives. As they read and discussed the text, participants represented and constructed identities as they validated, modified, or contested the ability of others' ascriptions of identity to act as boundaries in their lives. This research shows how ascribed identities serve as boundaries, how literacy practices enable negotiation of those boundaries, and how participants' co-constructed identities as young Black women mattered to them as they studied literature with which they were expected to “connect.”
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Hughes, Claire, Rory T. Devine, Rosie Ensor, Masuo Koyasu, Ai Mizokawa, and Serena Lecce. "Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance." Child Development Research 2014 (January 16, 2014): 1–10. http://dx.doi.org/10.1155/2014/893492.
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Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender- and verbal ability-matched 5- to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.