Wyniki wyszukiwania - Biblioteka Nauki

1

Flohmärkte als Schmelztiegel der Kulturen – Gedanken zur Interkulturalität mit einem Seitenblick auf die Sprachenpolitik einer multikulturellen Gesellschaft und die Möglichkeiten einer zeitgemäßen Schule

100%

Utri R.

Lublin Studies in Modern Languages and Literature

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2011

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nr 35

130-143

EN

The case of „flea markets”, multinational and multicultural in nature in the German-speaking countries, is a starting point for the discussion of the necessity to introduce the issues of multiculturality and multilingualism into contemporary academic discourse. The author gives examples of practical solutions to be applied in educational policies in multicultural societies.

2

Pop(lingwo)kultura – lingwistyka kontaktowa jako kolaż dyscyplin

80%

Hofmański W.

Postscriptum Polonistyczne

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2015

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nr 1(15)

28-44

EN

The aim of the article is to present the so-called contact linguistics, namely, a synthetic discipline which aims at analyses of issues that used to be the separate discourses of sociolinguistic, psycholinguistic or glottodidactics. The article discusses the very foundation of this discipline and its position within academic linguistics (especially the Slavonic one). Additionally, a thorough reflection on terms, contexts and purposes connected with critical analysis of teaching content is offered.

3

En armonía con el destinatario. A gaita galega – manual de gallego para estudiantes polacos

80%

Filipowicz-Rudek M. , Rodríguez Caeiro L.

Studia Iberystyczne

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2013

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tom 12

331-341

EN

The following paper presents the context of creation and aspirations of the Galician language textbook A gaita galega written in co-authorship by two Galician language teachers from two Polish universities. The specific perspective of the textbook derives from the peculiar condition of the Galician language as well as its user’s profile: a philology student in Poland with prior knowledge of Spanish or/and Portuguese.

4

From the dialect map to the concept of borderland speech : remarks on research carried out in Polish-German borderlands

80%

Zielińska A.

Český lid: etnologický časopis (Český lid: Ethnological journal)

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2015

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tom 102

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nr 1

27-41

EN

The author presents theoretical and practical problems related to research on linguistic diversity in the Lubuski region situated in the historic German-Polish borderland which up to 1945 belonged to Germany. After World War II, almost all of the population was replaced. Only few autochtons remained, and the area was repopulated with ethnically diverse groups of forced settlers from territories incorporated into the USSR and displaced from the Ukrainian-Polish borderland, as well as by voluntary settlers from various Polish regions. It led to creation of a complex linguistic situation characterised by, i.a., Polish-German bilingualism and the presence of the transferred East Slavic and Polish dialects.

5

First and second language acquisition: Towards a reconcillation

80%

Nau N.

|

tom 56

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nr 1

125-140

EN

For the past two decades, research on first language acquisition on the one side, and on second language acquisition and learning on the other have largely developed separately, probably as a reaction to the failure of earlier attempts to use the same methods or simply transfer insights gained in one of the fields to the other. T his article argues that a reconciliation may be fruitful, provided that different aspects which have often got blurred in the discussion are considered separately. These aspects include the assessment of multilingualism and monolingualism, the age factor and the definition of “first” and “second” language, the understanding of linguistic competence and of completeness of acquisition, different forms of acquisition and learning, and uniformity vs. individual differences in the process of language acquisition. By challenging some widely held views on characteristics of first language acquisition and its differences to second language learning, more fine-grained research questions are revealed, some of which have been addressed in recent studies on language acquisition and multilingualism

6

The Challenge of Matching Language Learning to Early Childhood Education

80%

Sofronieva E.

Journal of Preschool and Elementary School Education

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2013

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nr 3

105-119

EN

The increasing demand for early language education creates a greater demand for qualived professionals at the nursery and pre-school level. One of the challenges facing education and training providers is to devise and oter etective education programmes. These programmes should incorporate instruction in language, methodology and early childhood pedagogy. “St. Kliment Ohridski” University of Sova, followed by a few other universities in Bulgaria, have otered degree programmes which provide combined expertise both in language teaching and early years pedagogy.

7

What policy of multilingualism can foster European identity formation?

80%

Stoicheva M.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2015

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nr 6(37)

107-121

EN

By the end of the first decade of the 21st Century, European policies on languages were in a situation of flux. Between roughly 1985 and 2005 there was a relatively smooth development characterized by an implicit and explicit commitment to multilingualism. More recently, however, things have appeared rather less clear cut, both internationally and in individual countries. This paper problematizes the interplay between language and identity, which although not a new issue, takes on particular significance in the mobile, interconnected world of the 21st century. Drawing on the data collected in three major surveys in 2012, it touches upon two major issues: 1) the reality of individual multilingualism in fostering the sense of community among Europeans and as a factor for European identity formation; and 2) broadening of the traditional concept of language policy – from its narrow content as language planning of the national or official language to a broader concept including a wider range of agents, types of activities, level of explicitness and concreteness of application. Is there a need to develop specific language policies “beyond the state” in regions or more commonly in multilingual cities as its natural locus? The paper argues that the essentially liberal world view of multilingualism creating mutual understanding is rather more nuanced when it comes to reflections on the impact of language on identity and on European identity in particular. It also argues for re‑scoping and re‑thinking of the European model of multilingualism.

8

Molisan cuisine (names of dishes) as an example of multiculturalism and multilingualism

70%

Słabińska A.

Adeptus

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2015

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nr 6

62-72

EN

Today Croats can be found living in many parts of the world. The process of Slavic migrations started in the 7th. Diasporas can be found in Austria, Slovakia, Romania, Czech Republic (Moravia and nowadays Prague), Serbia, Italy, even across the oceans in the USA, South America, RSA and Australia. The Croatian minority in Molise is the smallest Croatian minority in the world. Croatian is spoken there by about 2000 to 2400 people in three isolated mountain communities. They settled in villages, Kruč, Mundimitr and Filić possibly between the 14th and 15th century. Several Turkish invasions took place during this period, so Croats were forced to hide from the Sultan’s armies and they found refuge on the Apennine Peninsula. The country of Croatia, occupied with its battle against the infidels, has forgotten about its fellow countrymen, who had been living in the region of Molis, for a long time. In every day Croatian speech one can hear multiple loan-words. A particular problem can occur when writing some names of dishes which have been passed down but orally only. Molisan-Croatian cuisine and culinary names are part of Croatian cuisine that was created during the time of the Croatian Diaspora.

PL

Obecnie Chorwaci żyją na całym świecie. Proces migracji Słowian rozpoczął się już w VII wieku. Ich diaspory możemy odszukać w Austrii, Słowacji, Rumunii, Czechach (na Morawach i w obecnej Pradze) i Serbii, Włoszech, a nawet za oceanem Atlantyckim w USA, południowej Ameryce, RPA i Australii. Najmniejszą chorwacką mniejszością narodową są Molizianie. Językiem chorwackim posługuje się od 2 do 2,4 tysięcy ludzi w trzech odizolowanych społecznościach. Początek osiedlenia się we wsiach: Kruču, Mundimitrze i Filiću określa się na XV–XVI wiek. Okres ten obfituje w najazdy tureckie, kiedy to Chorwaci ukryli się przed armią sułtańską i znaleźli schronienie na Półwyspie Apenińskim. Chorwacja okupowana przez Turków zapomniała o swoich rodakach, którzy żyli w regionie Molise przez dłuższy czas. Język chorwacki pojawia się w mowie potocznej mieszkańców, szczególnie w zapożyczeniach. Szczególnym problemem jest określenie nazw kilku dań, które dotychczas funkcjonowały tylko ustnie. Chorwackomolizańska kuchnia oraz jej nazwy kulinarne są częścią kuchni chorwackiej, która została utworzona w czasach diaspory.

9

Interferencias de otras lenguas observadas en estudiantes polacos de filología española

70%

Palka E.

Studia Iberystyczne

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2011

|

tom 10

225-236

EN

Although a lot has been written about the interference of other languages different from the mother tongue in learning a new foreign language, the observation of the signs of this phenomenon in a specific group of students may still lead to interesting conclusions. A study on other languages interference performed in 2011 regarding students attending the 1st course of Spanish Philology at the Jagiellonian University, has revealed an important change in the characteristics of this group of learners in comparison to the one analysed in 2003. The evolution may be attributed to the change in the political situation of the country in the international arena and also to the politics of education in Poland. Besides, it has been proved that for the correct interpretation of the data, it is essential to take into consideration the whole context of the study, i.e. not only the languages learned before, but also those studied simultaneously. Another key factor is the number of languages known by the investigator himself. The samples of interference gathered during the study can be discussed in order to find the possible ways to prevent this phenomenon before it occurs.

10

Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context

70%

Csillagh V.

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2015

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tom 5

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nr 3

431-453

EN

Inspired by the unexpected results of a standardized questionnaire survey of Swiss university students’ motivation and attitudes toward English, the paper discusses the influence of global and local contexts on language learners’ motivation and identity. As a result of the unprecedented spread of English as a foreign language (Crystal, 2003; Graddol, 2006), and, more importantly, the underlying social and economic issues that it reflects, elements of the global context intermingle with local realities to create new learning experiences, unaccounted for by traditional research paradigms. Individuals find themselves at the convergence of multiple contexts that affect and are in turn affected by their language attitudes and identity as well as sense of self. The intricate relationships between contexts and individuals continue to gain emphasis in current approaches to language learning motivation (cf. Dörnyei, MacIntyre, & Henry, 2015), which position L2 learnin in a new light, questioning the power and relevance of different motivational categories and also these of a generalizable theoretical model. The quantitative study presented in this paper explores interrelationships among key elements of the L2 motivational self system (Dörnyei, 2009) and a number of motivational factors on the one hand, contrasting them against the economic and social background of the Swiss context on the other. The findings of the project reveal that such repositioning of the participants in the multicultural, plurilingual environment of Geneva and its socioeconomic reality was indeed essential to the interpretation of the results since the extraordinary strength of external and societal factors in participants’ motivational profile gained meaning only in the light of the particularities of the local context. Therefore, the paper showcases the potential of a broader perspective on L2 motivation and the importance of learner-context relationships.

11

Two sociolinguistic perspectives on multilingual families

70%

Sherman T. , Hromadová M. , Özörencik H. , Zaepernicková E. , Nekvapil J.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

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2016

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tom 77

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nr 3

202-218

EN

Recent years have witnessed organized efforts to utilize social approaches to multilingualism in research on families, and thus to further delimit the multilingual family as a particular field of inquiry. This overview focuses on two recent such endeavors, a special issue of the journal Language Policy entitled “Family Language Policy” (Curdt-Christiansen 2013) and a special issue of the journal Multilingua entitled “Multilingual Communication in Binational Families: Negotiating Languages, Identities and Everyday Tasks” (Ogiermann 2013). In this text, we review the contributions to these issues in detail and explore how each issue contributes to the conception and shaping of the multilingual family as the object of analysis. We consider the paradigms employed and characterize how the two journal issues complement one another. We suggest that, in addition to the family as a research focus and the presence of multiple languages, they are connected by the presence of metalinguistic behavior. The idea emerges, then, that what is understood through the lenses of policy and interaction might be more coherently interpreted through the lens of language management in the sense of Jernudd & Neustupný (1987).

12

The Politics of Language Policies: Hungarian Linguistic Minorities in Central Europe

70%

Marácz L.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2015

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nr 1(31/2)

45-65

EN

The paper will adopt the position that language is an intrinsic and largely non‑negotiable part of individual culture and identity. The recognition of one’s own language receives more and more support in international political and institutional frameworks. The promotion of linguistic diversity is the official policy of the European Union. Due to such policies, it is to be expected that languages will remain in contact in the context of all sorts of levels of governance. In order to manage linguistic diversity in multilingual and multicultural areas, the introduction of a global regime of language policies is unavoidable. These policies will need to satisfy transnational requirements and conditions, like universal human rights and the norms and standards of Europeanization set by the EU, OSCE, Council of Europe, and so on. However, because there are manifold connections between language and power, as we know from the work of political scientists such as Pierre Bourdieu, and sociolinguists such as Peter Nelde, that a language element is always a part of intergroup conflict. Hence, it is to be expected that language policies will be subject to power conflicts and hegemonic strives. In order to support my claim, I will analyze the language policies of states with Hungarian language minorities in Central Europe, particularly Romania, Slovakia, Serbia (Vojvodina), and Ukraine (Trans‑Carpathia). The policies can be studied in terms of concrete variables, like individual/collective rights, territorial rearrangements, thresholds, the Language Charter, multilingual education, the linguistic landscape, and so on. The range in which these variables are instantiated is determined by local politics; hence, it is a case of the politics of language policy.

13

Material culture of multilingualism and affectivity

70%

Aronin L.

|

2012

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tom 2

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nr 2

179-191

EN

Affectivity is an important dimension in humans’ social and individual lives. It is either a stimulating or hindering aspect of language learning. This article aims to draw attention to material culture as a powerful, but mostly neglected source of data on the use and acquisition of languages, and demonstrates the close and intricate links between affectivity and material culture. It is hoped that revealing these interrelationships will assist in understanding and managing language diversity. It will allow practitioners and teachers to carry out social and private encounters, events and language teaching with more care, understanding and expertise. Researchers will be encouraged to join the investigation of yet one more important facet of multilingualism – material culture.

14

Affordances theory in multilingualism studies

70%

Aronin L. , Singleton D.

|

2012

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tom 2

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nr 3

311-331

EN

The concept of affordances originating in Gibson’s work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.

15

Wielojęzyczność społeczności dawnych portugalskich kolonii w Afryce

70%

Hlibowicka-Węglarz B.

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2016

|

nr 21

165-176

EN

The goal of the article is to present the multilingualism in the countries emerged from former Portuguese colonies in Africa where, alongside the official Portuguese, more or less numerous native African languages are to be found together with various mixed languages. All of the analysed countries are bi- or multilingual, in each the status of Portuguese is different, and so are the number and the status of national languages. In some, creole languages have developed while in others such mixed languages do not exist. One might ponder the reasons for this linguistic diversification, and as a result, observe both the differences and the shared characteristics of the analysed countries, and identify the factors that might have created this sharp contrast. It is the goal of the present paper to attempt to answer these questions.

16

МУЛЬТИЛИНГВИЗМ В СИСТЕМЕПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ БУДУЩЕГО УЧИТЕЛЯ ИНОСТРАННЫХ ЯЗЫКОВ

60%

Стеченко Т. , Ушакова Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

nr 2(46)

408-417

EN

The aim of the article is consideration of the essence of the plurilingual and intercultural еducation and investigates the facilities of its application in the system of higher school formation in Ukraine, namely, in vocational training of future teachers of foreign languages. Plurilingual and intercultural еducation assumes using in system of training all languages which a learner knows: regional, minority and migration languages, languages of schooling, foreign languages. It mustresultinformingof plurilingual and multiculturalpersonality. Priority is given to the cultural approach to the study of foreign languages, because it gives the opportunity not only to learn the verbal aspect of language, but also understand the view of the world media of this language. The method of theoretical analysis allowed us to gain insight into the issue and draw conclusions, that the multilingual Ukrainian society, including foreign languages are taught in schools, has good prerequisites for the use of ideas the plurilingual and intercultural еducation in the vocational training system of future teachers of foreign languages. During the formation of future teachers’plurilingual multicultural personality are at least four linguistic systems involved: first language (mother tongue) –language/languages, mastery of which takes place in early childhood; second everyday language – a language that is not native, but is used in everyday communicative person practice as the official language, the language of the media, language of education; first foreign language; second foreign language. The special value of this combination of special ties that while learning two foreign languages, students appear in a wider perspective for the development of meta-linguistic awareness, as a special form of the language of human consciousness, which has the ability to abstract and logical operations with multiple language systems. The formation of meta-linguistic competence is a new qualitative leap in the development of the language personality of the student. Modern educational institution must provide the necessary conditions for the formation of a plurilingual multicultural competence of future teachers of foreign languages in the unity of all its components. In addition, the development of multicultural language personalityof future teachers of foreign languages should beat the forefront of higher education, as this is a significant factor in the professional activity of the teacher of a foreign language in a multilingual education.

17

Multilingualism: Its open and hidden agendas

60%

Komorowska H.

|

2013

|

tom 3

|

nr 4

463-482

EN

The author analyses tendencies presented in recently launched EU reports claiming that newly published data reveal a need to rethink approaches to individual and social multilingualism. In the first part of the article approaches to individual as well as to societal multilingualism are discussed from a historical perspective. In the second part meanings ascribed to the promotion of multilingualism are analysed from the language perspective together with the use made of them in the field of social and political activity. Promoting multilingualism is then looked at from the perspectives of the learner and the teacher. Implications are finally sought for teaching, learning and assessment in language education.

18

Dwujęzyczność polsko-obca w Polsce i poza jej granicami. Rozwój i perspektywy badań

60%

Miodunka W. T.

|

2014

|

nr 17

199-226

EN

The paper summarizes research on Polish-foreign bilingualism in Poland and outside of its borders. It takes various works into account, regardless of whether their authors place bilingualism in the centre of their research interests, or only mention it in the background of considerations on the use of Polish in the given national or ethnic minority. Apart from works on modern Polish-foreign bilingualism, the author discusses research into bi- and multilingualism in Polish linguistic history. Particular attention is given to the Polish-French bilingualism of Polish romantic authors of the 19th century. The final part of the paper reviews the methodology of research into bilingualism, especially those methods that extend beyond the analysis of linguistic contacts, and combine research into bilingualism with cultural, anthropological and humanistic linguistics. The paper closes with remarks on the perspectives of research on bi- and multilingualism in Poland.

19

The Myth of the Tower of Babel and its consequences : the indigenous grammars of the mixed world. A contribution to the anthropology of borderlands (based on research in Belarusian-Lithuanian borderlands)

60%

Engelking A.

Český lid: etnologický časopis (Český lid: Ethnological journal)

|

2015

|

tom 102

|

nr 1

1-26

EN

The article is based on the results of ethnographic field research which the author has conducted over the last 20 years in multi-lingual and multi-faith villages of Belarusian-Lithuanian borderlands in the Grodno region in Belarus. The residents of kolkhoz villages of the region turned out to be unfamiliar with the scholarly term "borderlands". They describe their pluralistic social and cultural reality by means of an underlying metaphor (conceptual archetype) of a mixed world. This emic (subjective) category of describing the social world is subjected in the article to an anthropological analysis and interpretation. The author considers also the emic conceptualisation of the significant differences between "ethnic" groups.

20

ФОРМУВАННЯ МОТИВАЦІЇ ДО ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ЯК ЗАПОРУКА МАЙБУТНЬОГО ПРОФЕСІЙНОГО УСПІХУ ШКОЛЯРІВ ЄВРОПЕЙСЬКИХ КРАЇН

60%

Купчик Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 3(47)

83-90

EN

The article deals with motivation, defining it as a prerequisite of successful learning at school or higher educational institutions. It is stressed that the actuality of the motivational element in the course of foreign language education is recognized in the world today. The learners at school or at other educational institutions do not very often realize the necessity to master foreign languages; and when they do it happens too late. The researchers underline that there are different types of motivation to learning; one of them being the fact how the acquired knowledge can be applied and what improves personal welfare. It is also distinguished that globalization greatly influences the choice of English as a first foreign language at schools of Ukraine and other European countries. Оn the basis of research data collected by leading European institutions it is analyzed that the need for European citizens to acquire foreign language competence that belongs today to key qualifications required for personal development, social integration and professional activity due to the growing internationalization of economics. The study focuses on the necessity to know foreign languages and reveals the demand for different European and non-European languages at the EU enterprises, which offer better career prospects and higher remunerations for their employees that certainly form a significant motivational incentive for schoolchildren, students and adults to learn different foreign languages (not only English). It is also stressed that the well-known opinion «English is enough» can lead to futile economic future, as people will not be able to compete on the global labour market. There are some perspectives distinguished that would help to develop foreign language learning on the territory of Europe and that it could also be introduced into the Ukrainian context as geographically, politically, culturally and economically it is situated in Europe. Summing it all up, the learners at different educational levels, possessing positive motivation to foreign language learning can benefit on the global labour market.