Wyniki wyszukiwania - Biblioteka Nauki

1

Conscience collective et autoconscience dans l’enseignement / apprentissage du français langue seconde et de scolarisation : quand l’interculturel et le plurilinguisme sont en jeu

100%

Auger N.

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nr 1

35-51

EN

This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences.

2

REPREZENTACJE SPOŁECZNE WIELOJĘZYCZNOŚCI STUDENTÓW FILOLOGII ROMAŃSKIEJ

89%

Kucharczyk R.

Neofilolog

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2013

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nr 40/1

93-109

EN

The aim of this paper is to show the social representation of plurilingualism among students of French. The theoretical part of the paper presents definitions of plurilingualism used in sociolinguistics and foreign language didactics. The experimental part presents a survey conducted among the students, as well as a comparison of the results with the outcomes of a similar survey conducted in 2003, in order to indicate possible differences or changes in the didactic paradigm. The purpose of the study was to analyse the concept of plurilingualism, and to find to what extent students regard themselves as plurilingual.

3

Assia Djebar, les voies du plurilinguisme

88%

PEILLET S.

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nr 2. Assia Djebar and woman writing / Assia Djebar et l'écriture au féminin

17-29

FR

Le 5 Juillet 2012, au cinquantième anniversaire des accords d’Evian, marquant la fin de la guerre d’Algérie et l’indépendance du pays, la France n’est pas conviée aux cérémonies. C’est en effet une lutte accrue contre la puissance coloniale qui est à cette occasion célébrée ; ce sont les martyrs tombés pour la patrie sous les armes françaises qui sont commémorés. L’histoire des deux pays est donc toujours marquée par le sang. En asseyant leur autorité sur l’ancienne colonie, les Français ont imposé leur culture mais aussi leur langue, dévalorisant celle de la population indigène. De fait, ces conflits ont fait naître chez le peuple arabe un traumatisme linguistique toujours ancré dans les mémoires. Les situations de diglossie, qui font coexister des variétés linguistiques au sein d’un même territoire, soulèvent des interrogations sur le statut des langues en Algérie et leur cohabitation : le français reste imprégné d’une idéologie coloniale, l’arabe classique marqué par la religion et le berbère confiné à la sphère du privé. Dans L’anthropologie structurale, Claude Lévi-Strauss considère « le langage, à la fois comme le fait culturel par excellence et celui par l'intermédiaire duquel toutes les formes de la vie sociale s'établissent et se perpétuent ». On comprend dès lors l’importance de considérer la structure du plurilinguisme en Algérie puisqu’il est à la base de l’organisation de la société. Il convient alors de déterminer si ces langues interagissent uniquement dans un rapport de force. Pour cela notre analyse empruntera un point de vue littéraire en se penchant sur les œuvres d’Assia Djebar, romancière algérienne de langue française. La problématique de la langue, au cœur de ses romans, a déjà été largement documenté, nous nous inscrivons ici dans de la lignée de ces recherches précédentes, et entendons traiter la question sur fond historique. Il s’agira de se demander comment un écrivain algérien pense son rapport aux langues et si le métissage linguistique au sein d’une même œuvre peut se jouer des frontières. Le plurilinguisme constitutif de l’Algérie établit en effet des barrières qui cloisonnent les langues. Les textes d’Assia Djebar, dans un jeu entre oralité et écriture, font intervenir la mixité et démantèlent le paternalisme dont est empreint le français. La romancière parvient à conjuguer ces deux versants d’une même langue, pour qu’en résulte une écriture sur les marges, qui ne se situe que dans un entre-deux. Comment dès lors caractériser ce mouvement du texte ; est-il migration, errance ou fuite ?

4

Fachsprachliche Pluralität in der berufliche Kommunikation

88%

Roelcke T.

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2022

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tom Special Issue

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nr 16

217-229

EN

The modern working world is characterized by increasingly complex external and internal pluri- and multilingualism, which poses growing challenges for professional communication. In order to be able to systematically capture this increasing complexity, a separate model is required. In this model, on the one hand, the individual languages and their linguistic varieties of external and internal multilingualism and, on the other hand, the first-, second- and foreign-language competencies of individual persons are entered in a matrix. In this way, multilingual settings of professions or workplaces as well as multilingual profiles of individual persons can be described in a differentiate manner and corresponding political and didactic measures can be taken.

5

Kształtowanie indywidualnej różnojęzyczności na wczesnych etapach w opinii nauczycieli wychowania przedszkolnego

88%

Kotarba-Kańczugowska M.

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nr 3(103)

206-234

EN

The article contains the overview of research on the beliefs of pre-school and primary school teachers (n = 100) about developing the plurilingual competence in children. Research shows that the teachers highly appreciate the scientific, practical and motivational values of developing the plurilingual competence, but they lack knowledge about the teaching methods and tools and organizational forms that can be used for the development of plurilingual competence in the early stages of education. When discussing the results I analyze i.a. (a) the reasons for not taking actions aimed at the development of individual plurilingualism indicated by the respondents and (b) the actions taken declaratory by the respondents in the context of the objectives of plurilingual education.

6

O językach mniejszościowych (ze szczególnym uwzględnieniem walijskiego)

75%

Łączek M.

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nr 25/3

107-120

EN

The article concentrates on minority languages. At its beginning, the author focuses on the most crucial legislation initiatives that have been adopted by the Council of Europe; a prompt reference is then made to the concepts of bilingualism, multilingualism, plurilingualism as well as ethnic variety. In the further course of his analyses, and after providing the data gathered by adequate institutions of the European Union and UNESCO, he refers to the Welsh language as an example of a minority language.

7

Multilingualism: Its open and hidden agendas

75%

Komorowska H.

Studies in Second Language Learning and Teaching

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2013

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tom 3

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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.

8

Multiple Impact of International Cooperation in the Language Education of Children in Ukraine after 1991

75%

Misechko O. Y.

Multidisciplinary Journal of School Education

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2017

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nr 12

139-157

EN

The article analyses the issue of international partnership in plurilingual language education as a prerequisite of creating common grounds for productive communication in a pan-European area, part of which Ukraine is. In this context, the past and present day practices in teaching and learning foreign languages in Ukraine have been described. The historical retrospection in the regular practice of language school education in the 19th-20th centuries proves that although plurilingualism has been a constant trend of the individual existence a multilingual and multicultural setting of the Russian Empire and the Soviet Union, it has never been really valued as a factor of personal, academic or professional development of an individual and the society as a whole. New social and individual perspectives that have opened in Ukraine after proclaiming state independence in August 1991 inspired the demand for real-life communicative skills in foreign languages. The key intention of the paper is to show how significantly foreign language education has been facilitated by a start of active cooperation with Western educational and cultural institutions. The narration ends with conclusions that stress the necessity of reciprocal efforts on the part of Ukraine and its partners to get a synergetic effect of their collaboration.

9

Development of Plurilingual Competencies through Vocationally Oriented Language Learning in Sweden

75%

Movchan L.

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tom 4

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nr 3

44-50

EN

The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.

10

The Language Education Policy Profile of the Council of Europe — the example of Austria

63%

de Cillia R.

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tom special issue

7-17

EN

The following article reports on an offer of the Council of Europe to his member countries, the Language Education Policy Profile / Profil de politiques linguistiques éducatives (LEPP) and on the realisation of this procedure in Austria. LEPP is a kind of self-evaluation of a country’s language education policy, supported by extern experts nominated by the Council of Europe. In Austria, it was realised between 2006 and 2008. After a brief characteristic of the Council of Europe’s language education policy principles, the three phases of the LEPP are illustrated at the example of Austria: a National Country Report describing the current situation; an Expert’s Report, written after a visit in the country by the experts; and the final product, the Language Education Policy Profile. Finally, measures taken by Austria’s institutions after the end of the process are reported.

11

Plurilingual literary writings as tools to develop students’ creativity

63%

Kruszyńska K. A.

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2024

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nr 63/1

210-227

EN

In an era marked by rapid change, educators face a persistent call to nurture creativity in students, prompting them to explore innovative solutions. This study investigates the role of students’ plurilingual resources in fostering creativity within a foreign language classroom at secondary school level. Students collaboratively produced literary writings (songs, poems, and short stories) in which they applied their plurilingual resources (all of languages they knew). This case study employs a bottom-up approach to analyse students’ texts to determine whether facilitating the use of their diverse linguistic resources, including the blending of codes and modes, acts as a catalyst for creativity. The research results indicate that the foreign language classroom can indeed serve as a platform for students to engage in various forms of language creativity. The findings also suggest that encouraging students to utilize their diverse linguistic resources enhances language creativity. Additionally, the analysis highlights that the collaborative nature of the task supports the notion that exploring multiple solutions, rather than adhering to a single correct answer, fosters creativity. Furthermore, evidence indicates that creating a safe environment for learners is crucial for encouraging playful and unconventional language use for creative purposes.

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CECHY UŻYTKOWNIKÓW JĘZYKÓW OBCYCH SPRZYJAJĄCE INTERKOMUNIKACJI (KOMUNIKACJI W JĘZYKACH POKREWNYCH)

63%

Grabowska A.

Neofilolog

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2017

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nr 48/1

143-157

EN

The article reflects on individual differences of foreign language users from the standpoint of polylingual communication in two related lan-guages (intercommunication), on the basis of the work of Paolo Bal-boni on intercomprehension, intercommunication and useful ap-proaches to foreign language learning. The author attempts to elabo-rate a list of individual characteristics which facilitate intercommunica-tion (a conversation in which the participants speak different, but re-lated languages). The discussion relates to features presented by se-lected authors in the field of foreign language teaching, the European documents on language education (CEFR and FREPA) and to psycho-linguistics. The final part describes the characteristics which favour in-tercommunication.

13

Po co amerykańskiemu logopedzie język i kultura polska? Kilka refleksji na marginesie projektu „Polska brzmi znajomo”

63%

Terka B. , Młyński R.

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

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2022

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tom 29

351-368

EN

The article collects and summarizes conclusions and reflections from the implementation of the project Poland Sounds Familiar. The project is an interesting example of the use of knowledge and skills in the field of Polish language teaching and speech therapy in order to offer a creative and effective response to the challenges of the contemporary multicultural and multilingual world. The project-related activities carried out at Northern Illinois University in the United States, enriching educational process of the future American speech therapists in the state of Illinois with knowledge of the Polish language and culture as well as basic communicational skills in Polish, constitute the starting point for considering the role of the teacher of Polish as a foreign language, teaching in a group that is heterogeneous due to the position of learners in a given community and the degree of their specialization in a specific field, ambiguity of the type of language taught, as well as problems related to the selection of cultural content conveyed. Discussion of the project results and the degree of its effectiveness – based on a pre- and post-questionnaires as well as in-depth interviews with participants – allows for outlining the prospects for using similar solutions in the future.

PL

Artykuł zbiera i porządkuje wnioski oraz refleksje płynące z realizacji projektu Polska brzmi znajomo. Projekt stanowi interesujący przykład wykorzystania wiedzy i umiejętności w zakresie glottodydaktyki polonistycznej i logopedii w celu zaproponowania kreatywnej i skutecznej odpowiedzi na wyzwania współczesnego, wielokulturowego i wielojęzycznego, świata. Opisane działania projektowe prowadzone w Northern Illinois University w Stanach Zjednoczonych, wzbogacające proces kształcenia przyszłych amerykańskich logopedów w stanie Illinois o wiedzę na temat języka polskiego i polskiej kultury oraz umiejętność podstawowej komunikacji w języku polskim, stanowią punkt wyjścia do rozważań na temat roli nauczyciela-glottodydaktyka, nauczania w grupie heterogenicznej ze względu na pozycję zajmowaną przez uczących się w danej społeczności oraz stopień ich specjalizacji w określonej dziedzinie, niejednoznaczności odmiany nauczanego języka, a także problemów związanych z doborem przekazywanych treści kulturowych. Omówienie rezultatów projektu oraz stopnia jego efektywności – w oparciu o pre- i post-ankietę oraz pogłębione wywiady z uczestnikami – pozwala na zarysowanie perspektyw wykorzystania analogicznych rozwiązań w przyszłości.

14

Plurilingvismus z hlediska školního vzdělávání: K otázkám výukového jazyka na španělských základních školách

51%

Kratochvílová | D.

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2020

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tom 102

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nr 1

54-71

EN

The paper addresses problems related to the choice of educational language in Spain. We briefly present the current sociolinguistic situation in the Basque Country, Galicia and Catalonia and the possibilities of educational language choice in these autonomous communities. Based on data provided by the city halls of Bilbao, Vigo and Barcelona, we analyse the language models actually available at both state and (semi)private primary schools in these cities. We also take into account practical elements such as the distance of a school from the family’s residence. Our research reveals that each of the autonomous communities analysed addresses the choice of educational language in a different way and that a theoretical availability of different language models does not necessarily mean that the chosen model will be accessible in a state school close to the child’s home. The analysis aims to present questions related to the choice of educational language in a plurilingual state as part of a complex problem which is related not only to linguistic identity but also to general topics of multilingual education and its suitability for all children.