Wyniki wyszukiwania - Biblioteka Nauki

1

MULTIMODAL SPACES FOR DIGITAL TRANSLANGUAGING: USING STORYJUMPER TO ENGAGE BI/MULTILINGUALS IN INTERACTIVE STORYTELLING

100%

Ezeh C.

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nr 2

118-130

2

A Strong Call for Content: reflecting on Austria´s Needs in CLIL Vocational Schools

71%

Wogerer W.

Edukacja Ustawiczna Dorosłych

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2020

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nr 1

41-47

EN

Austria has quite an experience in vocational CLIL. It has been implemented on a compulsory level, and now it is a method of teaching in about one hundred Austrian schools and this number is rising. In the last few years about three hundred Austrian vocational teachers have successfully completed a CLIL course at Pädagogische Hochschule Wien. The project “CLIL-VET – Implementing the CLIL-VET model in vocational schools” with partners from Poland, Romania and Spain offered a possibility to take a step back and view CLIL in Austria through another perspective. Especially the differences in vocational teaching and language proficiencies of teachers and students in other countries gave us a chance to explore the needs of Austrian vocational CLIL. This paper is a strong call for content in vocational CLIL. The need for improvement roots in different factors, some of which are the language proficiencies of vocational CLIL teachers and students and the CLIL subject’s content. This paper describes two methods of pushing

PL

Austria posiada znaczące doświadczenie w kształceniu metodą CLIL w szkołach zawodowch. Metodyka ta została wdrożona jako obowiązkowa i jest wykorzystywana w około stu szkołach austriackich, a liczba ta nadal rośnie. W ciągu ostatnich kilku lat około trzystu nauczycieli zawodu w Austrii z powodzeniem ukończyło kurs CLIL w Pädagogische Hochschule Wien. Projekt „CLIL-VET – Wdrożenie modelu CLIL-VET w szkołach zawodowych” realizowany z partnerami z Polski, Rumunii i Hiszpanii umożliwił spojrzenie na CLIL w Austrii z zupełnie innej perspektywy. Zaobserwowane różnice w szkolnictwie zawodowym oraz biegłości językowej nauczycieli i studentów z innych krajów umożliwiły redefinicję potrzeb austriackiego kształcenia zawodowego i dotychczasowej roli CLIL w tym kontekście. Artykuł ten jest silnym wezwaniem do rzetelnej analizy założeń metodycznych CLIL oraz uwydatnienia nauczanych tą metodą treści zawodowych. Konieczność ta spowodowana jest różnymi czynnikami, m.in. umiejętnościami językowymi nauczycieli zawodu i ich uczniów oraz jakością opracowania treści przedmiotowych. W artykule opisano dwie metody, które ułatwiają przygotowanie lekcji według wymagań metodyki CLIL; obie wykorzystują model translanguaging.

3

Authenticity and awareness of English as a lingua franca in English language classrooms

70%

TAGLIALATELA A.

Glottodidactica

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2021

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tom 48

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nr 1

103-122

EN

Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

4

Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

70%

Zhou X. E. , Mann S.

Studies in Second Language Learning and Teaching

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2021

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tom 11

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nr 2

265-289

EN

Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.

5

Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

70%

Cohen A. D.

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nr 2

327-345

EN

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.

6

Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

70%

Lankiewicz H. A.

Glottodidactica

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2020

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tom 47

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nr 2

137-152

EN

One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).

7

Translanguaging by Parents to Prepare Children for English Medium Preschool: A Trend in India

70%

Purohit A.

The New Educational Review

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2021

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tom 66

71-82

EN

This qualitative paper analyses the parental English language input strategies adopted to make children ready for English medium preschools. The author uses interview and observation methods to collect data from 30 families in a cosmopolitan city in India. The result supports multimodal transglossic approach that promotes simultaneous plurilingualism and metalinguistic ability in children. To save children from undue pressure and unintelligent memory work in the home context before the beginning of preschool, the suggestion is to implement age-appropriate scaffolded English language teaching and prevention of the downward extension of the primary school syllabus to the preschools.

8

NataayejreproducibilityNadaare: Introductory conceptualization and macrolinguistic functions of reverse code-switching

60%

Ghahari S.

Poznań Studies in Contemporary Linguistics

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2016

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tom 52

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nr 3

383-402

EN

The study revisits the concept of code-switching (CS) by focusing on a phenomenon in which bilinguals reverse switch from their L1 to L2 while speaking in their mother tongue. In the opening sections, the basic question of why CS occurs is addressed by reviewing relevant research and by looking beyond the formal interests to the social and cultural functions of CS in bilingual interactions. Then in the last two chapters, the study introduces and highlights a version of CS called reverse code-switching which is, to a large extent and despite its frequency of occurrence in outer circle societies, ignored in language studies. Attempt has been made to survey possible psycholinguistic and sociocultural explanations that may account for and common perceptions which are held towards the latter phenomenon in the light of the former.

9

Virtual communities as breathing spaces for minority languages: Re-framing minority language use in social media

51%

Belmar G. , Glass M.

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nr 14

EN

Virtual communities as breathing spaces for minority languages: Re-framing minority language use in social mediaConsidering that social media is increasingly present in our daily communicative exchanges, digital presence is an essential component of language revitalization and maintenance. Online communication has modified our language use in various ways. In fact, language use online is often described as hybrid, and boundaries across languages tend to blur. These are also characteristics of translanguaging approaches, which see language as fluid codes of communication. “Breathing spaces” are needed in order to achieve “sustainable translanguaging” practices for minority languages. The establishment of communities of performing minority language speakers in a digital environment raises the question whether these emerging virtual communities can take up the role of breathing spaces for minority languages. Społeczności wirtualne jako przestrzeń życiowa dla języków mniejszościowych. Nowe spojrzenie na używanie języków mniejszościowych w mediach społecznościowychPonieważ media społecznościowe są coraz bardziej obecne w codziennej komunikacji, obecność języków mniejszościowych w świecie cyfrowym jest niezbędnym elementem dla ich zachowania i rewitalizacji. Komunikacja online przyniosła zmiany wielu aspektów użycia języka. Używanie języka w Internecie często określa się jako hybrydowe, a granice między językami często się zacierają. Te zjawiska cechuje również transjęzyczność (translanguaging), podejście które postrzega język jako płynne kody komunikacji. W przypadku języków mniejszościowych, osiągnięcie „zrównoważonej transjęzyczności” (sustainable translanguaging) wymaga „przestrzeni życiowej” do ich używania. Tworzenie wirtualnych społeczności posługujących się językami mniejszościowymi w świecie cyfrowym rodzi pytanie, czy mogąone pełnić rolę takiej przestrzeni.

10

COMMENT LA RÉFLEXION SUR LE TRANSCULTURING CONDUIT À REPENSER LA COMPÉTENCE INTERCULTURELLE

51%

Narcy-Combes J.-P.

Neofilolog

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2019

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nr 52/2

353-371

EN

This article deals with the link between transculturing and translanguaging and what this link reveals. The ensuing transdisciplinary analysis shows that so-called intercultural competence results from the same emotional and cognitive processes as the theory of mind (social comprehension) that we all develop to relate to others. Turning to social psychology may then lead to more effective pedagogical approaches to “intercultural competence”.

11

Polish – just like “another english”: perceptions of translanguaging and other bilingual practices in English and Polish FL classrooms in Taiwanese universities

36%

Tsai N.

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tom 27

367-387

PL

Celem niniejszego artykułu jest przedstawienie tego, jak tajwańscy studenci uczący się języka angielskiego i języka polskiego postrzegają transjęzyczność oraz inne przejawy bilingwizmu na lektoratach. Zgromadzone dane pochodzą z analizy ankiety. Odpowiedzi wskazują na wyraźną przychylność wobec pomysłu posługiwania się wyłącznie językiem docelowym, jednak jedynie 7% uczestników badania wyraziło jednoznaczne przekonanie co do tego, że takie rozwiązanie jest najkorzystniejsze. Ponad 90% skłaniało się ku temu, aby w klasie używać przynajmniej dwóch języków. Zwiększenie skuteczności procesu nauki oraz wspieranie zdolności mówienia i rozumienia ze słuchu wymieniane były jako główne zalety podejścia monolingwalnego. Z drugiej zaś strony praktyki bilingwalne postrzegane są jako te, które ułatwiają dogłębniejsze zrozumienie tematu i wyrażenie własnych myśli. W artykule wyliczono też szereg zadań, które, zdaniem studentów, warto wykonywać wyłącznie w języku docelowym, oraz tych, których chętniej podjęliby się oni w języku rodzimym. Jak wynika z przedstawionej analizy, najkorzystniejszym rozwiązaniem może okazać się taki styl nauczania, który cechuje się pewną elastycznością i łączy w sobie rozmaite techniki pracy na lekcji.

EN

The purpose of this paper is to analyse how English and Polish FL learners in Taiwan perceive translanguaging and other bilingual practices implemented in university classrooms. Around 70% of the questionnaire respondents were positive about monolingual instruction, however, only 7% though it should prevail. More than 90% accepted the usage of more than one language in class. Among the main benefits of single-language instruction, efficiency of the learning process and promoting one’s listening and speaking skills were mentioned. Deeper understanding and easier self-expression were seen as the main benefits of the bilingual approach. Different in-class activities that should be carried out in the target/native language have also been listed. Generally, the participants preferred mixed-language instruction, although they were aware of the benefits of the monolingual approach. Thus, teachers may consider including more diversified techniques to answer to the varying needs of Taiwanese EFL and PFL learners.