Search results

1

Developing Translingual and Transcultural Competence through Pedagogic Subtitling

100%

Laviosa S.

Linguaculture

|

2015

|

vol. 2015

|

issue 1

72-88

EN

This paper expounds a language pedagogy that is framed within the ecological perspective on language learning elaborated by Leo van Lier (2000 Leo van Lier (2004) and Claire Kramsch (2009 and Claire Kramsch (2010) and adopts Maria Tymoczko’s (2007) holistic approach to cultural translation. Next, I report on a case study where the proposed methodology was integrated in the syllabus design of a 3-credit module I taught as part of a professional development course attended by secondary school EFL teachers at the University of Bari during the 2013-2014 academic year. Students analysed and translated salient scenes from the bilingual drama La stella che non c’è/The Missing Star (directed by Gianni Amelio, 2006). In so doing, they unveiled the connectedness between language and culture and how they both are “discursively constructed” in social contexts(van Lier, The Ecology 184).

2

Identity in Ecological Settings. The Theory of Multidimensional Identity

100%

Żyłkiewicz-Płońska E., Nikitorowicz J.

Kultura i Edukacja

|

2017

|

issue 4(118)

9-20

EN

The identity development takes place during the process of integrating the past to the presence with anticipated future. Additionally, it occurs in ecological context which concerns relations and interactions at the individual, group and institutional levels, as well as changes related to the revitalization of regional cultures, the integration of states into transnational structures or the progressive processes of globalization. In the paper, the Authors mostly pay attention to ecological determinants that influence the process of identity development, which takes place in multicultural environment. The purpose of the paper is to present a new theoretical approach – Theory of Multidimensional Identity (TMI) by Jerzy Nikitorowicz. It is based on the fact that a child is located in a diverse cultural environment under the influence of traditional multiculturalism, having existed for several generations, for example, on the borderland. During different stages of identity development (from the past to the future), three groups of dimensions have been distinguished: dimensions in the context of inherited (given, taken over) identity; dimensions in the context of individually shaped and realised identity and dimensions which are socially determined. This theoretical approach allows for the analysis of dependence and relations between the different stages and dimensions of identity development. It highlights with which stages those three dimensions form the identity system, how it changes, what are the reasons for those changes and modifications.

3

Adult literacy in the Roma community: two case studies

63%

Kyuchukov H.

Edukacja Międzykulturowa

|

2017

|

vol. 7

|

issue 2

137-144

EN

The paper presents the results of two literacy projects with Roma adults form Bulgaria and Sweden. The Roma were literate in their mother tongue – the Romani language and the ecological approach to the literacy process was used. The approach assumes that the cultural background and cultural environments of learners should be used as a main tool in the literacy process. The results of the two projects were not only that adult Roma had acquired literacy skills in Romani, but also that they had got the knowledge of their history and identity issues.

PL

W artykule zaprezentowano wyniki dwóch projektów z udziałem dorosłych Romów z Bułgarii i Szwecji. Romowie posiadali umiejętność czytania i pisania w ich języku ojczystym – romskim, a w procesie alfabetyzacji użyto podejścia ekologicznego. Proces ten zakłada, że tło kulturowe i kulturowe środowiska uczących się powinny zostać użyte jako główne narzędzie w procesie alfabetyzacji. Rezultatem obu projektów było nie tylko osiągnięcie przez biorących w nich udział Romów umiejętności piśmienniczych w języku romskim, ale także zdobycie wiedzy na temat ich historii i kwestii tożsamościowych.

4

Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?

63%

Cox S.

Theory and Practice of Second Language Acquisition

|

2020

|

vol. 6

|

issue 2

11-34

DE

In diesem Artikel wird die Beziehung zwischen akademischer Literatur, Sprachpolitik und Sprachlernpraxis im spezifischen Kontext von Familien untersucht, die durch den Familienzusammenführungsdienst des Britischen Roten Kreuzes in Glasgow zusammengeführt wurden. Dargestellt werden die Ergebnisse der Studien zum Lehrprozess, der in Zusammenarbeit mit Teilnehmern in den ersten Wochen nach ihrer Ankunft in Schottland stattfand. Ziel der Untersuchung war es herauszufinden, ob ein mehrsprachiger, ökologischer Ansatz beim Sprachenlernen in diesem Kontext effizient ist. In Anlehnung an die Prinzipien der Translingualität und unter Berücksichtigung der Nutzung des gesamten „sprachlichen Repertoires“ durch die Probanden (vgl. Garcia, 2010) ergründet der Artikel, in Bezug auf den von Norton (2013) vorgeschlagenen Begriff der „Investition“, die Schlüsselfragen des Selbstständigmachens und der Identität in der Klasse. Die gewonnenen Ergebnisse ermöglichen es, Schlussfolgerungen hinsichtlich der Gestaltung des Gleichgewichts der Einflüsse in der Klasse und der Bedeutung der Akzeptanz der ersten Flüchtlingssprache, die als ein wichtiges Element des Lernprozesses gilt, zu formulieren.

EN

This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of families who have been recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from an exploratory teaching study working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full "linguistic repertoire" (Garcia, 2010) and drawing of Norton’s construct of "investment" (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees own languages within the learning process.

5

EAP AND ACADEMIC DISCOURSE: MEDIATING ELABORATED CODE IN A CLIL TYPE TEACHER EDUCATION

62%

Lankiewicz H.

Neofilolog

|

2013

|

issue 41/2

169-185

PL

The aim of this paper is to relate the concept of ESP to the idea of Content and Language Integrated Learning (CLIL) to work out a platform for the conceptualization of academic language as a context-reduced means of communication (Bernstein, 1971; 1999). Subsequently, the concept of talk-types (Moate, 2011) will be presented as a way of counteracting language de-contextualization and engendering restructuring of knowledge and the language itself. Theoretical considerations will be supported with the presentation of research on classroom interaction. It is aimed at highlighting how expert language is mediated in content learning with types of classroom talk and how the process of languaging (Swain, 2006a) facilitates both “taming” (Lankiewicz, 2013b) of the elaborated code and acquisition of expert knowledge.

6

Sukces w nauce języka obcego w świetle podejścia ekologicznego

51%

Lankiewicz H.

Applied Linguistics Papers

|

2018

|

issue 25/1

99-115

EN

Resorting to the principles of an ecological approach in doing research (cf. D. Larsen Freeman 1997; C. Kramsch 2002), the sociocultural perspective in understanding language acquisition and the status of English in the present times as well as the recommendations of the Council of Europe regarding autonomization of the process of language teaching, I intend to accentuate problems pertaining to the conceptualization of success in language learning. A crucial element of my considerations is highlighting learner related factors (M. Smuk 2015), including attitudes towards learning a foreign language (W. Wilczyńska 2002) and aspects of critical language awareness (H. Lankiewicz 2015). A theoretical reflection is supported with research offering an insight into the complexity of the notion of success in language learning and its discursive construction conditioned equally by individual attitudes and dominant educational policy. Ultimately, it is demonstrated that personal perception of success is expressed by three narrative modes with the dominating voice expressed via economic language.

7

Podejście ekologiczne w metodyce planowania – Bezpieczna przestrzeń rozwiązań

51%

Kozłowski J.

Problemy Rozwoju Miast

|

2009

|

issue 4

26-38

PL

Prawie dwadzieścia lat temu ukazał się apel czołowych organizacji światowych, który wzywał do wdrażania do planowania podejścia ekologicznego oraz zapewnienia tym samym wcielenia do niego problemów środowiskowych i promocji równowagi rozwoju. W artykule zgłasza się wątpliwość, czy nastąpiła zadowalająca realizacja tego apelu, oraz intencję pobudzenia dyskusji na temat potrzeby ewolucji ekologicznej bazy metodyki planowania. Przypominając, że rozwój jest determinowany przez cele społecznoekonomiczne, okoliczności zewnętrzne oraz uwarunkowania środowiska geograficznego, ocenia się krótko rzeczywiste efekty planowania rozwoju zrównoważonego w kraju i przedstawia zarys koncepcji ekologicznie bezpiecznej przestrzeni rozwiązań, która mogłaby stać się istotnym komponentem wspomnianej bazy metodycznej. Opiera się ona na analizie relacji między zasobami naturalnymi a działaniami rozwoju w wymiarze terytorialnym, ilościowym, jakościowym i czasowym. Autor zajmuje stanowisko, że jednym z podstawowych warunków trwałego zabezpieczenia równowagi ekologicznej rozwoju jest utrzymywanie go w ramach tego rozwoju, co w dużej mierze zależy od ekologicznie odpowiedzialnych decyzji planistycznych dotyczących lokalizacji, skali, rodzaju i czasu działań rozwoju. Na koniec zachęca się do uruchomienia projektu badawczego celem przygotowania poradnika pozwalającego na ujednolicenie podejścia do wyznaczania tej przestrzeni, jako istotnego kroku w kierunku wcielania problemów środowiskowych do planowania.

EN

Almost twenty years ago leading world ecological organizations issued an appeal, calling for the implementation in planning of an ecological approach and for assuring by that of incorporation into it environmental issues and promotion of sustainable development. The paper raises a doubt as to whether there followed a satisfactory fulfilment of that appeal, and declares an intention to stimulate discussion on the subject of the need for the evolution of the ecological basis for planning methodology. While reminding that development is conditioned by social and economic objectives, external circumstances, as well as geographic environment determinants, the author provides a brief assessment of actual effects of sustainable development planning in Poland and presents an outline of the conception of an ecologically safe space of solutions, which might become an essential component of the said methodological basis. The conception is based on the analysis of relationships between natural resources and development activities in territorial, quantitative, qualitative, and time dimensions. The author adopts the position that one of the basic conditions for durable securing of the ecological balance of development is to maintain it within the framework of that development which, to a major extent, depends on ecologically responsible planning decisions on location, scale, type, and time of development activities. At the end, the author encourages to launch a research project in order to prepare a handbook, which would make it possible to standardize the approach to setting out of that space as a crucial step towards incorporating environmental issues into planning.

Refine search results

1 Applied Linguistics Papers

1 Edukacja Międzykulturowa

1 Kultura i Edukacja

1 Linguaculture

1 Neofilolog

1 Problemy Rozwoju Miast

1 Theory and Practice of Second Language Acquisition

1 2021

1 2018

2 2017

1 2015

1 2013

1 2009

2 Lankiewicz H.

1 Cox S.

1 Kozłowski J.

1 Kyuchukov H.

1 Laviosa S.

1 Nikitorowicz J.