tudents (the product was developed through a cooperation between universities in Salerno and Belg... more tudents (the product was developed through a cooperation between universities in Salerno and Belgrade). This paper presents the basic elements of the Socratenon application and implementation philosophy, and discusses its possibilities in the general languagelearning environment. It describes three different experiments and explains the lessons learned. The stress is on the statistical analysis of success of those who used our Web-based product and those who relied on the classical approaches. 1 Introduction Rapid growth of Internet as a medium and Internet technologies has led to the point when education can be detached from humans and books as the only possessors of knowledge. From the early days, Internet has been exploited in educational institutions for dissemination of research results, and knowledge in general. First shapes were unpolished and required a lot of attention from the users. Such sources of knowledge also included wrestling with several resources of
... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell... more ... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell'apprendente. In A. De Marco (a cura di), Manuale di glottodidattica. ... Riflessioni teoriche, proposte metodologiche ed esperienze di politica linguistica Cristina Guardiano, Emilia Calaresu, Cecilia ...
Inovacije u nastavi-časopis za savremenu nastavu, 2010
Contemporary theories of learning and teaching a foreign languages, as well as documents from it ... more Contemporary theories of learning and teaching a foreign languages, as well as documents from it proclaim opinions and offer practical recommendations for learning, teaching and assessment of the living language, emphasizing cross-cultural dimension as an essential object and purpose of language learning. This attitude is repeated at all levels of language learning, starting from the early age. This paper reflects on some of the theoretical statements about the role of culture and civilization in communicative language teaching. Theoretical views of examples illustrate the practical application of intercultural content in early learning Italian. .
Numerose sono le ragioni che motivano lo studio di lingue straniere. La diffusione e la distribuz... more Numerose sono le ragioni che motivano lo studio di lingue straniere. La diffusione e la distribuzione di lingue straniere dipende da motivi economici, politici, culturali e tecnico-organizzativi coordinati alle specificità e necessità locali. Nelle decisioni dei creatori delle politiche linguistiche o singoli interessati per quale lingua optare, partecipano numerosi fattori, dai motivi legati alle urgenze strategiche concordi alle visioni globali, fino a quelli ispirati dalle ragioni personali dell’individuo. La lingua italiana è parlata da cca 70 milioni di parlanti, caratterizzata da forte mobilità sia di forme migratorie tradizionali sia di quelle moderne legate al turismo e scelte professionali. Nel senso economicoproduttivo, l’Italia fa parte della rosa dei paesi più sviluppati del mondo. Questi fattori creano molte e sviluppate ragioni per l’interazione in lingua italiana. Nel presente contributo, seguendo le dichiarate e le più importanti competenze del Duemila europeo, si di...
IMAGACT \ue8 un database MySQL che contiene un\u2019ontologia per immagini (brevi filmati e anima... more IMAGACT \ue8 un database MySQL che contiene un\u2019ontologia per immagini (brevi filmati e animazioni 3D) rappresentative di concetti azionali
... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell... more ... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell'apprendente. In A. De Marco (a cura di), Manuale di glottodidattica. ... Riflessioni teoriche, proposte metodologiche ed esperienze di politica linguistica Cristina Guardiano, Emilia Calaresu, Cecilia ...
The Roma represent one of the major ethnic minorities in a large number of European countries. It... more The Roma represent one of the major ethnic minorities in a large number of European countries. It is Europe’s largest transnational minority, a “non-territorial nation” of Europe. According to Guy (2003, p. 48), there are approximately between seven and eight and a half million Gypsies or Roma living in Europe, which makes them the largest European ethnic minority without a nation-state or anything that even resembles a homeland. Almost two thirds of all Roma live in the former Communist and Socialist countries of Eastern and Central Europe, including Serbia, and everywhere they live, they make up the most stigmatized and marginalized segment of the population. Due to this fact, the Roma have had very limited success in gaining national or international affirmation in Europe. As Guy (2003) puts it, one small success was in 1993, when the Council of Europe declared the Roma “the true European minority.” It is believed that the first references to the Roma as “Gypsies” or “Egyptians” ...
U skladu sa obrazovnom jezičkom politikom javlja se potreba za primenom savremenih pristupa i pro... more U skladu sa obrazovnom jezičkom politikom javlja se potreba za primenom savremenih pristupa i procedura (CLIL i TBLT) u nastavi stranih jezika. Projektni zadatak, osnov TBLT pristupa, zahteva od učenika da jezik procesuje pragmatično sličan načinu na koji se jezik upotrebljava u stvarnom svetu. Zadaci su primenjivi u CLIL kontekstu, gde se istovremeno vrši podučavanje i usvajanje jezika i sadržaja, pri čemu ciljni jezik ima posredničku ulogu. U radu će biti predstavljeni osnovni principi i karakteristike CLIL i TBLT nastave u nastavi stručnog engleskog jezika u Vazduhoplovnoj akademiji, kao i mišljenja i stavovi učenika o nastavi stručnog engleskog jezika u odnosu na tradicionalnu nastavu opšteg engleskog jezika.
tudents (the product was developed through a cooperation between universities in Salerno and Belg... more tudents (the product was developed through a cooperation between universities in Salerno and Belgrade). This paper presents the basic elements of the Socratenon application and implementation philosophy, and discusses its possibilities in the general languagelearning environment. It describes three different experiments and explains the lessons learned. The stress is on the statistical analysis of success of those who used our Web-based product and those who relied on the classical approaches. 1 Introduction Rapid growth of Internet as a medium and Internet technologies has led to the point when education can be detached from humans and books as the only possessors of knowledge. From the early days, Internet has been exploited in educational institutions for dissemination of research results, and knowledge in general. First shapes were unpolished and required a lot of attention from the users. Such sources of knowledge also included wrestling with several resources of
... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell... more ... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell'apprendente. In A. De Marco (a cura di), Manuale di glottodidattica. ... Riflessioni teoriche, proposte metodologiche ed esperienze di politica linguistica Cristina Guardiano, Emilia Calaresu, Cecilia ...
Inovacije u nastavi-časopis za savremenu nastavu, 2010
Contemporary theories of learning and teaching a foreign languages, as well as documents from it ... more Contemporary theories of learning and teaching a foreign languages, as well as documents from it proclaim opinions and offer practical recommendations for learning, teaching and assessment of the living language, emphasizing cross-cultural dimension as an essential object and purpose of language learning. This attitude is repeated at all levels of language learning, starting from the early age. This paper reflects on some of the theoretical statements about the role of culture and civilization in communicative language teaching. Theoretical views of examples illustrate the practical application of intercultural content in early learning Italian. .
Numerose sono le ragioni che motivano lo studio di lingue straniere. La diffusione e la distribuz... more Numerose sono le ragioni che motivano lo studio di lingue straniere. La diffusione e la distribuzione di lingue straniere dipende da motivi economici, politici, culturali e tecnico-organizzativi coordinati alle specificità e necessità locali. Nelle decisioni dei creatori delle politiche linguistiche o singoli interessati per quale lingua optare, partecipano numerosi fattori, dai motivi legati alle urgenze strategiche concordi alle visioni globali, fino a quelli ispirati dalle ragioni personali dell’individuo. La lingua italiana è parlata da cca 70 milioni di parlanti, caratterizzata da forte mobilità sia di forme migratorie tradizionali sia di quelle moderne legate al turismo e scelte professionali. Nel senso economicoproduttivo, l’Italia fa parte della rosa dei paesi più sviluppati del mondo. Questi fattori creano molte e sviluppate ragioni per l’interazione in lingua italiana. Nel presente contributo, seguendo le dichiarate e le più importanti competenze del Duemila europeo, si di...
IMAGACT \ue8 un database MySQL che contiene un\u2019ontologia per immagini (brevi filmati e anima... more IMAGACT \ue8 un database MySQL che contiene un\u2019ontologia per immagini (brevi filmati e animazioni 3D) rappresentative di concetti azionali
... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell... more ... Roma: Carocci. Villarini, A. (2000) Le caratteristiche dell'apprendente, L'età dell'apprendente. In A. De Marco (a cura di), Manuale di glottodidattica. ... Riflessioni teoriche, proposte metodologiche ed esperienze di politica linguistica Cristina Guardiano, Emilia Calaresu, Cecilia ...
The Roma represent one of the major ethnic minorities in a large number of European countries. It... more The Roma represent one of the major ethnic minorities in a large number of European countries. It is Europe’s largest transnational minority, a “non-territorial nation” of Europe. According to Guy (2003, p. 48), there are approximately between seven and eight and a half million Gypsies or Roma living in Europe, which makes them the largest European ethnic minority without a nation-state or anything that even resembles a homeland. Almost two thirds of all Roma live in the former Communist and Socialist countries of Eastern and Central Europe, including Serbia, and everywhere they live, they make up the most stigmatized and marginalized segment of the population. Due to this fact, the Roma have had very limited success in gaining national or international affirmation in Europe. As Guy (2003) puts it, one small success was in 1993, when the Council of Europe declared the Roma “the true European minority.” It is believed that the first references to the Roma as “Gypsies” or “Egyptians” ...
U skladu sa obrazovnom jezičkom politikom javlja se potreba za primenom savremenih pristupa i pro... more U skladu sa obrazovnom jezičkom politikom javlja se potreba za primenom savremenih pristupa i procedura (CLIL i TBLT) u nastavi stranih jezika. Projektni zadatak, osnov TBLT pristupa, zahteva od učenika da jezik procesuje pragmatično sličan načinu na koji se jezik upotrebljava u stvarnom svetu. Zadaci su primenjivi u CLIL kontekstu, gde se istovremeno vrši podučavanje i usvajanje jezika i sadržaja, pri čemu ciljni jezik ima posredničku ulogu. U radu će biti predstavljeni osnovni principi i karakteristike CLIL i TBLT nastave u nastavi stručnog engleskog jezika u Vazduhoplovnoj akademiji, kao i mišljenja i stavovi učenika o nastavi stručnog engleskog jezika u odnosu na tradicionalnu nastavu opšteg engleskog jezika.
Као научно-образовна институција у којој се изучавају 34 европска и неевропска језика, укључујући... more Као научно-образовна институција у којој се изучавају 34 европска и неевропска језика, укључујући и српски језик као страни, Филолошки факултет Универзитета у Београду, као партнер Данског савета за избеглице у оквиру пројекта „Подршка формалном образовном систему Србије у одговоруна избегличку кризу“ који је финансирала амбасада Сједињених Америчких Држава у Републици Србији, а који се спроводио у сарадњи са Министар- ством просвете, науке и технолошког развоја, Комесаријатом за избеглице и миграције Републике Србије и Дечијег фонда Уједињених нација (УНИЦЕФ), израдио је Оквир програма језичке подршке који је део Приручника за школе у спровођењу „Стручног упутства за укључивање ученика избеглица/тражилаца азила у систем образовања и васпитања“. Реч је о језичкој подршци деци предшколског и школског узраста и одраслима који имају потребу да из различитих разлога – најчешће укључивања у школски систем и укупан живот у Србији – стекну основну комуникативну компетенцију из српског језика ( ниво А1 Заједничког европског оквира) и, у складу са потребама и могућностима, савладају основе српског језика као језика образовања.
KAKO SE UČIO JEZIK Pogled u istoriju glotodidaktike: od prapočetaka do Drugog svetskog rata, 2009
The book How Language Was Learned. An Insight into History of Language Teaching: from Pre-Begin... more The book How Language Was Learned. An Insight into History of Language Teaching: from Pre-Beginnings to the Second World War is a chronological journey through six thousand years of records on learning and teaching foreign languages. It comprises and unifies available sources and establishes socio-historical and culturo-civilisational connection between epochs and learning of foreign languages through history. The phenomenon of language as an intermediary in contacts of culture, learning forms and language teaching is traced from the first, fragmentary data found with Sumerians, six thousand years ago, though the traces of knowledge and learning of foreign languages in the era of great civilizations, in Egypt, Greece and Rome, via incomplete historical data on teaching and learning foreign languages in the Middle Ages, then clear positions and development of linguistic thought related to learning and teaching languages in The Renaissance, through exquisite individuals, their actions and methods during the XVI, XVII, XVIII and finally XIX century, when ideas on possible principles of language learning were developed swiftly and pragmatically, spurred by big migrations to the New World. Our journey through history ends in the first half of the XX century, with the beginning of the Second World War, when language learning gets its full multidisciplinary dimension and relies on following scientific schools in linguistics, psychology, paedagogy and other similar disciplines, so it must be considered as a particular scientific whole.
The book How Language Was Learned. An Insight into History of Language Teaching: from Pre-Beginnings to the Second World War consists of five chapters and it is organized as follows: The introduction of the book discussing the notion of the discipline of language learning present and future and the need to historically observe language learning, comprises the subchapters: Language teaching? What kind of science is it? One language, two languages, three languages… Languages and numbers; Morbus anglicus; Languages de facto and languages de iure; Languages in Europe; Six thousand years of language learning; On the book. The first chapter, “The First Traces. One upon a Time, Six Thousand Years Ago”, is about multilingualism of ancient cultures, languages in contact, first civilizations and predominant languages of the old era – Sumerian and Acad, the first lingua franca appears: Aramaic. The second chapter, „Language as a Model for Others: Egypt and Greece“, deals with the issue of language learning in ancient civilisations, contains the subchapters: One Language in Egypt; The First Traces of Foreign Language Learning; Greek: the Persistent Language; Celtic: in Touch with Other Languages. The third chapter, „Latin, Greek and others: from Ancient Rome to Renaissance“, follows the form of language learning and teaching concentrated by subjects: Latin: Another Persistent Language; Greek in Retreat; Crisis of the Empire: New Language Experiences; Methods of Foreign Language Learning in the Old Era; The Middle Ages: Educated Man is Bilingual; And Who Are Educated People?; On the Language of the Bible; Palatine School – a Charlemagne Project; Byzantium: Languages and School; Vastness of non-European Cultures; Cultural Environment; The Volatile Glory of Greek; Latin, the Language of Culture and Education; From Latin to Popular Languages – the first Death of Latin; Methods of Learning Latin as the Second Language. The fourth chapter, „From Renaissance to the XX century: Not Only Latin“ in the first part considers the issues of language learning and teaching from the XVI to the XIX century through chapters with the following titles: Latin is no longer a lingua franca; Other Languages Like Latin, Too; Latin is No Longer a Living Language – the Second Death of Latin; French, the Language of the Educated; New World – Indian or European Languages?. The book continues discussing language teaching tendencies that can be recognized through contribution of individuals. along with bibliographic data on learned people, pedagogues, philosophers, their attitudes to language learning are rendered and interpreted. Contributions of the following scholars are observed: Desiderius Erasmus von Rotterdam, Martin Luther, Juan Luis Vives, Sir Thomas Elyot, Roger Ascham, William Bath, Michel De Montaigne, Eilhard Lubinus, Wolfgang Ratke, Jan Amos Komensky, Claude de Sainliens, John, Giovanni, Florio, Tannegui Le Fèvre, Antoine Arnaut, Claude Lancelot, Géraud de Cordemoy, Jacques Bénigne Bossuet, John Locke, Jenkin Thomas Phillipps, Cesar Du Marsais, Pierre Chompré, Noël-Antoine Pluche- l'abbé Pluche, Ignatius von Weitenauer, Giuseppe Marc’Antonio Baretti, Johann Bernhard Basedow and Claude-François Lizarde de Radonvilliers. The chapter, like the previous ones, ends with systematized overview of foreign language learning methods in the XVI, XVII and XVII century. The fifth chapter, „The XIX Century – Toward a New Method, a New Science“, opens with discussion on two parallel theoretical and practical trends in language learning and teaching. The subchapters are as follows: Exercising Intellect – Grammar-Translation Method; Reforms in Common-Sense Spirit – Rise of the Direct Method; Methods Applied – „the Golden Means“. Just like in the previous chapter, viewpoints are presented, with analyses of ideas put forward by the most significant theoreticians and practicians of the time: Johann Heinrich Seidenstücher, Lineau de Boisgermain, James Hamilton, Jean-Joseph Jacotot, Johann Heinrich Pestalozzi, Johann Friedrich Herbart, Thomas Arnold, Karl Plötz, George Ticknor, Henry Wadsworth Longfellow, Lambert Sauveur, Gottlieb Heness, Claude Marcel, François Gouin, Wilhelm Viëtor, Charles V. Elyott and Paul Passy. The book ends with chapters on the new method emerging and the account of prominent individuals who marked the first half of the XX century, some on the theoretical side and others on the practical one: Maximilian David Berlitz, Henry Sweet, Jens Otto Harry Jespersen, and Harold E. Palmer. The historical overview of language teaching methods ends with the moment of applied linguistics starting to develop in a new scientific context of interaction with knowledge of various humanities and social sciences and lays the foundations of its own theory, the Theory of L1 and L2 Acquisition. The book also contains a voluminous bibliography with more than 450 bibliographic entries, the author’s biography, abstracts in English and in Italian and the index of names.
Projektni zadaci i nove tehnologije u učenju i nastavi jezika i drugih nastavnih sadržaja: od teorije do prakse , 2019
Knjiga Projektni zadaci i nove tehnologije u učenju i nastavi jezika i drugih nastavnih sadržaja:... more Knjiga Projektni zadaci i nove tehnologije u učenju i nastavi jezika i drugih nastavnih sadržaja: od teorije do prakse jedan je od proizvoda izuzetno uspešnog međunarodnog LLP projekta PETALL – Panevropske projektno nastavne aktivnosti za učenje jezika (Pan European Task-based Activities for Language Learning), broj 530863-LLP-1-2012-1-NL-KA2-KA2MP. Portugalska Erazmus + agencija nagradila je ovaj projekat kao najuspešniji međunarodni projekat 2016. godine, a LLP programi su Programi celoživotnog učenja (Lifelong Learning Programme), poseban vid finansiranja Evropske komisije kojim su obuhvaćene aktivnosti u oblasti obrazovanja za podršku svim oblicima učenja u svim uzrastima i životnim situacijama. Ciljevi projekta Panevropske projektno nastavne aktivnosti za učenje jezika – PETALL jesu promovisanje uzajamnog razumevanja i usredsređivanje pažnje na jezičke i kulturne razlike kroz TLBT projektne zadatke (TBLT – Task Based Language Teaching) ostvarivane uz pomoć informacionih tehnologija (ICT – Information and Communications Technologies), unapređivanje kvaliteta znanja nastavnika i ohrabrivanje upotrebe projektnih zadataka u učionici uz pomoć savremenih informacionih tehnologija. U radu na projektu, pod rukovodstvom kolege Antonija Lopesa sa Univerziteta Algarvea iz Faroa, Portugalija, učestvovali su brojni istraživači i nastavnici sa univerziteta i obrazovnih institucija iz Velike Britanije, Grčke, Holandije, Italije, Mađarske, Nemačke, Portugalije, Španije, Srbije, Škotske i Turske. Srbiju su u ostvarenju ovog projekta predstavljale autorke ove knjige, istraživačice iz dve institucije, prof. dr Julijana Vučo kao rukovodilac srpskog dela projekta i prof. dr Jelena Filipović kao spoljni ekspert projekta, sa Filološkog fakulteta Univerziteta u Beogradu, institucije koja obrazuje buduće nastavnike stranih jezika, i dr Danijela Manić, nastavnik engleskog jezika, rukovodilac dela projekta u Vazduhoplovnoj akademiji iz Beograda, srednjoj stručnoj školi sa posebnom nastavom engleskog jezika kao jezika struke. U ovoj knjizi sakupljeni su originalni, ali i izmenjeni i dopunjeni radovi objavljivani tokom rada na projektu i rezultati projekta u vidu projektnih zadataka za nastavu živih jezika. Knjiga sadrži dve celine. U prvoj, naslovljenoj Od teorije ka praksi, sabrani su originalni, ali i već objavljivani, delimično izmenjeni i dopunjeni radovi četiri učesnika u ovom projektu: Julijane Vučo, Danijle Manić, Jelene Filipović i Antonija Lopesa. U drugom delu knjige, iza naslova Projektni zadaci za nastavu jezika i drugih nastavnih sadržaja, uz prigodno uputstvo za upotrebu, objavljeno je 40 projektnih zadataka, u jednoobraznom formatu, proizvedenih kao rezultat projektnih aktivnosti.
Autori su knjigu sastavili s uverenjem da će biti od koristi nastavnicima stranih i ostalih jezika, ali i nastavnicima nejezičkih predmeta koji u sinergiji sa nastavnicima jezika ili samostalno izvode nastavu nejezičkih sadržaja na jeziku drugačijem od maternjeg. Knjiga će služiti i studentima osnovnih, master i doktorskih studija, kao izvor teorijskih znanja, ali i putokaz ka konkretnim realizacijama lingvistike u primeni. ISBN 978-86-6153-580-2
The general theme of the present volume is the place and role of minority languages in formal and... more The general theme of the present volume is the place and role of minority languages in formal and informal educational and socio-cultural settings. It has been established both in the academic literature and in democratic practice that the presence of minority languages (which serve as languages of primary socialization) in public communicative domains (among which education stands as the most crucial) brings very important benefits to the children of those ethnolinguistic minority groups in terms of affective, cognitive and academic progress. The volume before you aims to foster communication among theoreticians and practitioners in minority language policy and planning in Europe and worldwide from a wide range of perspectives as it covers a number of specific topics included in a number of thematic sections.
Uploads
израдио је Оквир програма језичке подршке који је део Приручника за школе у спровођењу „Стручног упутства за укључивање ученика избеглица/тражилаца азила у систем образовања и васпитања“. Реч је о језичкој подршци деци предшколског и школског узраста и одраслима који имају потребу да из различитих разлога – најчешће укључивања у школски систем и укупан живот у Србији – стекну основну комуникативну компетенцију из српског језика ( ниво А1 Заједничког европског оквира) и, у складу са потребама и могућностима, савладају основе српског језика као језика образовања.
The phenomenon of language as an intermediary in contacts of culture, learning forms and language teaching is traced from the first, fragmentary data found with Sumerians, six thousand years ago, though the traces of knowledge and learning of foreign languages in the era of great civilizations, in Egypt, Greece and Rome, via incomplete historical data on teaching and learning foreign languages in the Middle Ages, then clear positions and development of linguistic thought related to learning and teaching languages in The Renaissance, through exquisite individuals, their actions and methods during the XVI, XVII, XVIII and finally XIX century, when ideas on possible principles of language learning were developed swiftly and pragmatically, spurred by big migrations to the New World.
Our journey through history ends in the first half of the XX century, with the beginning of the Second World War, when language learning gets its full multidisciplinary dimension and relies on following scientific schools in linguistics, psychology, paedagogy and other similar disciplines, so it must be considered as a particular scientific whole.
The book How Language Was Learned. An Insight into History of Language Teaching: from Pre-Beginnings to the Second World War consists of five chapters and it is organized as follows:
The introduction of the book discussing the notion of the discipline of language learning present and future and the need to historically observe language learning, comprises the subchapters:
Language teaching? What kind of science is it? One language, two languages, three languages… Languages and numbers; Morbus anglicus; Languages de facto and languages de iure; Languages in Europe; Six thousand years of language learning; On the book.
The first chapter, “The First Traces. One upon a Time, Six Thousand Years Ago”, is about multilingualism of ancient cultures, languages in contact, first civilizations and predominant languages of the old era – Sumerian and Acad, the first lingua franca appears: Aramaic.
The second chapter, „Language as a Model for Others: Egypt and Greece“, deals with the issue of language learning in ancient civilisations, contains the subchapters: One Language in Egypt; The First Traces of Foreign Language Learning; Greek: the Persistent Language; Celtic: in Touch with Other Languages.
The third chapter, „Latin, Greek and others: from Ancient Rome to Renaissance“, follows the form of language learning and teaching concentrated by subjects: Latin: Another Persistent Language; Greek in Retreat; Crisis of the Empire: New Language Experiences; Methods of Foreign Language Learning in the Old Era; The Middle Ages: Educated Man is Bilingual; And Who Are Educated People?; On the Language of the Bible; Palatine School – a Charlemagne Project; Byzantium: Languages and School; Vastness of non-European Cultures; Cultural Environment; The Volatile Glory of Greek; Latin, the Language of Culture and Education; From Latin to Popular Languages – the first Death of Latin; Methods of Learning Latin as the Second Language.
The fourth chapter, „From Renaissance to the XX century: Not Only Latin“ in the first part considers the issues of language learning and teaching from the XVI to the XIX century through chapters with the following titles: Latin is no longer a lingua franca; Other Languages Like Latin, Too; Latin is No Longer a Living Language – the Second Death of Latin; French, the Language of the Educated; New World – Indian or European Languages?.
The book continues discussing language teaching tendencies that can be recognized through contribution of individuals. along with bibliographic data on learned people, pedagogues, philosophers, their attitudes to language learning are rendered and interpreted. Contributions of the following scholars are observed: Desiderius Erasmus von Rotterdam, Martin Luther, Juan Luis Vives, Sir Thomas Elyot, Roger Ascham, William Bath, Michel De Montaigne, Eilhard Lubinus, Wolfgang Ratke, Jan Amos Komensky, Claude de Sainliens, John, Giovanni, Florio, Tannegui Le Fèvre, Antoine Arnaut, Claude Lancelot, Géraud de Cordemoy, Jacques Bénigne Bossuet, John Locke, Jenkin Thomas Phillipps, Cesar Du Marsais, Pierre Chompré, Noël-Antoine Pluche- l'abbé Pluche, Ignatius von Weitenauer, Giuseppe Marc’Antonio Baretti, Johann Bernhard Basedow and Claude-François Lizarde de Radonvilliers.
The chapter, like the previous ones, ends with systematized overview of foreign language learning methods in the XVI, XVII and XVII century.
The fifth chapter, „The XIX Century – Toward a New Method, a New Science“, opens with discussion on two parallel theoretical and practical trends in language learning and teaching. The subchapters are as follows: Exercising Intellect – Grammar-Translation Method; Reforms in Common-Sense Spirit – Rise of the Direct Method; Methods Applied – „the Golden Means“. Just like in the previous chapter, viewpoints are presented, with analyses of ideas put forward by the most significant theoreticians and practicians of the time: Johann Heinrich Seidenstücher, Lineau de Boisgermain, James Hamilton, Jean-Joseph Jacotot, Johann Heinrich Pestalozzi, Johann Friedrich Herbart, Thomas Arnold, Karl Plötz, George Ticknor, Henry Wadsworth Longfellow, Lambert Sauveur, Gottlieb Heness, Claude Marcel, François Gouin, Wilhelm Viëtor, Charles V. Elyott and Paul Passy.
The book ends with chapters on the new method emerging and the account of prominent individuals who marked the first half of the XX century, some on the theoretical side and others on the practical one: Maximilian David Berlitz, Henry Sweet, Jens Otto Harry Jespersen, and Harold E. Palmer.
The historical overview of language teaching methods ends with the moment of applied linguistics starting to develop in a new scientific context of interaction with knowledge of various humanities and social sciences and lays the foundations of its own theory, the Theory of L1 and L2 Acquisition.
The book also contains a voluminous bibliography with more than 450 bibliographic entries, the author’s biography, abstracts in English and in Italian and the index of names.
vid finansiranja Evropske komisije kojim su obuhvaćene aktivnosti u oblasti obrazovanja za podršku svim oblicima učenja u svim uzrastima i životnim situacijama.
Ciljevi projekta Panevropske projektno nastavne aktivnosti za učenje jezika – PETALL jesu promovisanje uzajamnog razumevanja i usredsređivanje pažnje na jezičke i kulturne razlike kroz TLBT projektne zadatke (TBLT – Task Based Language Teaching) ostvarivane uz pomoć
informacionih tehnologija (ICT – Information and Communications Technologies), unapređivanje kvaliteta znanja nastavnika i ohrabrivanje upotrebe projektnih zadataka u učionici uz pomoć savremenih informacionih tehnologija. U radu na projektu, pod rukovodstvom kolege
Antonija Lopesa sa Univerziteta Algarvea iz Faroa, Portugalija, učestvovali su brojni istraživači i nastavnici sa univerziteta i obrazovnih institucija iz Velike Britanije, Grčke, Holandije, Italije,
Mađarske, Nemačke, Portugalije, Španije, Srbije, Škotske i Turske. Srbiju su u ostvarenju ovog projekta predstavljale autorke ove knjige, istraživačice iz dve institucije, prof. dr Julijana Vučo kao rukovodilac srpskog dela projekta i prof. dr Jelena Filipović kao spoljni ekspert projekta, sa Filološkog fakulteta Univerziteta u Beogradu, institucije koja obrazuje buduće nastavnike stranih jezika, i dr Danijela Manić, nastavnik engleskog jezika, rukovodilac dela projekta u Vazduhoplovnoj akademiji iz Beograda, srednjoj stručnoj školi sa posebnom nastavom engleskog jezika kao jezika struke.
U ovoj knjizi sakupljeni su originalni, ali i izmenjeni i dopunjeni radovi objavljivani tokom rada na projektu i rezultati projekta u vidu projektnih zadataka za nastavu živih jezika.
Knjiga sadrži dve celine.
U prvoj, naslovljenoj Od teorije ka praksi, sabrani su originalni, ali i već objavljivani, delimično izmenjeni i dopunjeni radovi četiri učesnika u ovom projektu: Julijane Vučo, Danijle Manić, Jelene Filipović i Antonija Lopesa.
U drugom delu knjige, iza naslova Projektni zadaci za nastavu jezika i drugih nastavnih sadržaja, uz prigodno uputstvo za upotrebu, objavljeno je 40 projektnih zadataka, u jednoobraznom formatu, proizvedenih kao rezultat projektnih aktivnosti.
Autori su knjigu sastavili s uverenjem da će biti od koristi nastavnicima stranih i ostalih jezika, ali i nastavnicima nejezičkih predmeta koji u sinergiji sa nastavnicima jezika ili samostalno izvode nastavu nejezičkih sadržaja na jeziku drugačijem od maternjeg. Knjiga će služiti i studentima osnovnih, master i doktorskih studija, kao izvor teorijskih znanja, ali i putokaz ka konkretnim realizacijama lingvistike u primeni.
ISBN 978-86-6153-580-2
languages (which serve as languages of primary socialization) in public communicative domains (among which education stands as the most crucial) brings very important benefits to the children of those ethnolinguistic minority groups in terms of affective, cognitive
and academic progress. The volume before you aims to foster communication among theoreticians and practitioners in minority language policy and planning in Europe and worldwide from a wide range of perspectives as it covers a number of specific topics included in a number of thematic sections.