Winter School on Multilingualism across the Lifespan 6-8 February 2012 (original) (raw)
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Éducation Des Enfants Sourds~: Vers Une Approche Bi-Plurilingue Du Contact Des Langues
2008
exclusively to the publication of student work could permit simpler and broader distribution of quality articles. We are, from this moment on, accepting contributions. We would particularly like to thank the following people: Louisette Emirkanian (professor and Director of Graduate Studies of the Department of Linguistics and Didactics of Languages at UQAM) for her continuing support during the creation of this journal; Robert Papen (associated professor of the Department of Linguistics and Didactics of Languages at UQAM) for his precious advice on publishing and organizing a scientific journal; the HumaniTIC centre of UQAM for the creation of the web site; finally, the BEP (Bureau de l'enseignement et des programmes of UQAM) for their financial support. We would like to express thanks to Simon Boisjoli for the logo. One final thanks to the many people in charge of various linguistic departments that allowed us to get in touch with their students. Thank you all! The Editorial Board RELQ/QSJL Vol. 2, No 2, Printemps/Spring 2008 6 Orientation éditoriale La revue des étudiants en linguistique du Québec est une revue de linguistique bilingue (français et anglais), électronique et totalement gratuite. Elle a pour but de favoriser la diffusion d'articles d'étudiants en linguistique, et cela, directement via son site Internet. Pour des raisons logistiques, les domaines concernés sont, pour l'instant, les suivants : la phonologie, la phonétique, la syntaxe, la morphologie, la sémantique, la sociolinguistique (incluant les langues en contact, l'étude des Créoles et la linguistique variationniste), la dialectologie, l'analyse du discours, la pragmatique, la lexicologie, la lexicographie, le traitement automatique des langues naturelles, les langues signées, et l'acquisition des langues. Cette orientation n'est cependant pas définitive, et elle évoluera au gré des étudiants qui nous rejoindront dans cette entreprise. Les différents numéros publiés deux fois par an (à l'automne et au printemps) comprendront des articles libres ou organisés occasionnellement selon des thèmes de recherche, des actes de conférences qui ne seraient pas publiés, mais aussi des comptesrendus d'ouvrages récemment publiés. La rédaction Editorial Focus The Quebec Students Journal of Linguistics is a completely free online bilingual linguistics journal (in French and English). Our goal is to distribute articles of students in linguistics directly on our web site. For logistic reasons, the domains concerned are the following: phonology, phonetics, syntax, morphology, semantics, sociolinguistics (including languages in contact, creole studies, and variationist linguistics), dialectology, discourse analysis, pragmatics, lexicology, lexicography, natural language processing (NLP), sign languages and language acquisition. However, this orientation is not definitive and will evolve as it pleases the students that join us in this enterprise. The different issues, published twice a year (fall and spring), will be made up of independent or occasionally organized articles according to research themes, unpublished conference summaries and reviews of recently published works.
Tliis arricle describes a projecr carried out in rlzirtv primary schools in /he Basque Auronomous Conlmunih during rhe acadernic vear 1992-93. The ainl of rhe projecr was lo introduce a foreign langitage, English, lo eight-vear-olds, rhree years earlier rhan previously. The arricle looks brrefl! al rhe situarion of reaclzirlg primaty English accordirig ro rhe aims of rhe Nariorlal Ci~rrzculurr~ Reforma arld rhetz goes un lo describe rhe &pe of syllabus decided on and rhe merlzodological approaches adopred by rhe reachers. Ir slzon,s hon* rlze projecr was evaluared e.rternal4 and inrernully. rhe arrirudes of rheparents, schools, srudenrs and teachers and rhe leve1 of atrainment achieved by fhepilpils. Finally ir discusses the issues, problems and implicafiorls involved in rhe adoption of such policies. KEY WORDS: Age, Attitudes, Foreign languages. Curriculum, Language policy, Primary educarion..
Research with implications for pedagogy and language policy
Language Teaching Research
This issue of Language Teaching Research showcases seven research articles, all of which have clear pedagogical implications and one of them even implications for language policy, thus fitting perfectly with the journal's main goal. The topics cover English Medium Instruction and its impact on proficiency and lexical diversity, the role of proficiency in the occurrence and resolution of language-related episodes, how input spacing vs. massed exposure impact the learning of L2 vocabulary, the sequencing of L2 tasks and its effects on oral performance, and how training in hand-clapping highlights the prosodic structure in a foreign language. Two of the articles consider individual differences, namely motivation and educational background, specifically, how motivation changes throughout a year of study of a foreign language, and the effect of educational background on spoken grammar practice. The participants in three of the studies (Nguyen and Newton, Rogers and Cheung, Fenyvesi) are children, and adolescents or adults in the rest. One of the studies (Penning de Vries et al.) deals with the underexplored population of low-educated learners. The participants were studying English as a foreign language (EFL) in China, Denmark, Spain and Vietnam, French as a foreign language in China, and Dutch as a second language in the Netherlands. The present issue of Language Teaching Research covers a diversity of topics, with child, adolescent and adult populations learning second languages in different parts of the world. In their article Vidal and Jarvis examine whether university students' lexical diversity in L2 English improves as a result of studying through the medium of English. Englishmedium instruction (EMI) is a worldwide phenomenon whose implementation is determined by numerous factors that vary depending on the country. Although some research has addressed the reasons that lead to the adoption of this type of instruction, studies on language learning and EMI at the university level are scant, which is a problem because the assumption is that the adoption of EMI will benefit the development of students' language skills. Some studies on the impact of content and language integrated learning
INTRODUCTION TO THE MONOGRAPH SECTION: LANGUAGE AND EDUCATION
Revista de Llengua i Dret, Journal of Language and Law, 2021
In keeping with its initial objective of contributing to reflection on the legal and social management of languages and its commitment to the Catalan language, the Revista de Llengua i Dret, Journal of Language and Law has decided to publish a monograph issue on languages and education that goes beyond mere circumstantial reflection and provides thought-provoking ideas and guidelines for action in a context of stress for the current linguistic conjunction model. This is the issue that we are now offering you and, while it is not exhaustive, it combines an entire series of hot topics that may be useful to both agents and researchers. It is an interdisciplinary monograph issue with broad participation of young authors, which explores some of the challenges of the linguistic conjunction model from different perspectives and with very different voices.
ERL Journal Volume 7: Placing Language in the Centre of Schooling
Educational Role of Language, 2022
Placing language where it – in the world of education – truly belongs Educational systems which ignore language as its unequivocal foundation can be regarded as essentially haphazard. Not resting education on language is tantamount to disregard for four basic truths following from one another: (1) Language shapes one’s identity and understanding of the world, (hence) (2) All education rests on language, (hence) (3) Every teacher is a language teacher, (hence) (4) Language merits a special position in education. These four straightforward statements – constituting the key premises of ERL Framework, to which ERL Association as the publisher of ERL Journal belongs to – point to such evident priority of language to be assigned to it that does not apply to any other subject or discipline. They also imply that in order to take them all into account in a sufficient degree, educational systems would need to be practically devised completely anew, which, with education remaining an ongoing process across the globe, may be hard to envisage as plausible for implementation too soon. Yet, it still remains not only possible, but unequivocally necessary if the education of our children and next generations is not to fall behind what we know today about how people learn and how significant a role is played by language in the entire process. More specifically, what the world of education call been calling for is a thorough reconsideration of students’ development marking the presence of language of four different levels (ranging from its one-off classroom uses to its pivotal role in life-changing processes). First, as we can read on ERL Association’s website, on the instructional level, language needs to be “invited” more into classrooms of different subjects as it has been shown to underlie students’ reality and to enable sense-making, genuine learning, and knowledge construction (or knowledge composition, as I myself tend to refer to the process of language use encompassing, like in music, the fixed and the novel, meaning well-known “pieces” (formulaic language), on the one hand, and authorial or artistic combinations of words and phrases). Second, on the systemic level language needs to be assigned a paradigmatic role in the construction of hybrid educational systems owing to its today-unquestioned developmental potential and interdisciplinary presence providing bases for educational alternatives resting on criticality, equality of languages, plurilingual and transdisciplinary literacy and oracy. Third, on the cultural level, language needs to be viewed as a platform of cultural change and intercultural communication, with cultural diversity resting predominantly on language and the quality of educational systems depending on the level of subject literacy and oracy being the fundamental indicator of effective teaching and meaningful learning. And fourth, on the societal level, language needs to be prioritized as the dominant “player” in civilizational change, with its omnipresence in social life serving international cooperation and formation of learners’ and teachers’ linguistic (culturally-conditioned) identities, and language determining the equalization of educational opportunities and thus fostering democracy. To serve the language-oriented breakthrough in question, under the ERL Framework we join linguistic and educational “forces” by combining the aims of the two disciplines developing and drawing on interdisciplinary theories and devising joint research and practices. These four ‘joints” have recently provided grounds for the fifth international Educational Role of Language conference, which took place at the point when we were all coming out of the pandemic period and experiencing new – not only technological – solutions in linguistic education. Following a roughly two-year period during which we had all functioned essentially online without the possibility of natural and direct language exchange, we could approach the issue of combining educational and linguistic sciences from freshly developed perspectives and with remote-education experience that had made us crave for renewed face-to-face interaction and for the possibility of hearing and telling new educational and pedagogical “strokes” (as we have recently come to refer to such items of exchange as stories, jokes, riddles, or scientific discoveries). Besides all the hardship and toil brought about by the pandemic, numerous educationally-linguistic initiatives arose from the fact that when teaching online linguists had to reach out to pedagogical concepts in order to make their students more involved, all the educators who had had little to do with language in their everyday work could experience on an everyday basis the salience of language and (frequently faceless) communication. This volume of ERL Journal tells a part of this ERL “tale” aiming at PLACING LANGUAGE IN THE CENTRE OF SCHOOLING. It covers two parts, one in which focuses on centralising spoken and written text, and the other on centralising language-oriented methods and policies. Jointly, the texts, seven papers and two reports, well exemplify the subject matter, which has always been educationally crucial but which had gained even more weight as a result of the pandemic. In relating to the pandemic aftermath the volume continues the theme undertaken by the previous volume, which was devoted to the notion of linguistic well-being (before, during, and after the pandemic). The volume does not aspire to tell the entire eponymous “story” , but only touches the surface as the problem of how to place language in the center of schooling requires extensive theoretical and empirical studies which we, under the ERL Framework, try to – in our pedagogically-linguistic circle, jointly undertake. We do encourage our readers to join these efforts and to submit texts (as scientific papers or other types of writings) which may help to put language in the at the heart of education, that is the place where it truly belongs.
English in Primary School: Teaching a Third Language to Eight Years Olds in the Basque Country
Cuadernos De Filologia Inglesa, 1996
Tliis arricle describes a projecr carried out in rlzirtv primary schools in /he Basque Auronomous Conlmunih during rhe acadernic vear 1992-93. The ainl of rhe projecr was lo introduce a foreign langitage, English, lo eight-vear-olds, rhree years earlier rhan previously. The arricle looks brrefl! al rhe situarion of reaclzirlg primaty English accordirig ro rhe aims of rhe Nariorlal Ci~rrzculurr~ Reforma arld rhetz goes un lo describe rhe &pe of syllabus decided on and rhe merlzodological approaches adopred by rhe reachers. Ir slzon,s hon* rlze projecr was evaluared e.rternal4 and inrernully. rhe arrirudes of rheparents, schools, srudenrs and teachers and rhe leve1 of atrainment achieved by fhepilpils. Finally ir discusses the issues, problems and implicafiorls involved in rhe adoption of such policies. KEY WORDS: Age, Attitudes, Foreign languages. Curriculum, Language policy, Primary educarion..