Language and learning

Written by K. Mohammed and A. Mazrui; edited by C.A. Warnasch and A.C. Kimokoti  (This text was made available at the following website: https://www.pdfdrive.com/living-language-swahili-a-complete-course-for-beginners-bookpdf-d58844830.html)

In an age in which a shift towards increased authoritarianism and populism means that citizenship is defined in increasingly exclusive ways, migrant teachers’ perspectives are vital in informing inclusive educational decision making, policies and practices. We draw on the life history tradition to present the perspectives of one minority teacher, living and working in Norway. Elif, a Turkish-Norwegian, reflects on her motivations in pursuing teaching as a career. As a multilingual minority teacher, she considers the relationships between language use, citizenship and belonging. For Elif, having Turkish roots and living in Norway presents certain advantages, possibilities and challenges, both in school and society. She suggests that her intercultural experiences and multilingual skills provide her with insights that enable special relationships with minority students, whose language skills and identities she seeks to activate and demystify. She identifies tensions between the Norwegian ideal of equality, her experiences of being minoritized by her professional peers and the mechanisms of exclusion operating among teachers to the detriment of minority students. Minority teachers’ insights inform education for social justice. Including their stories avoids distorting knowledge critical to inclusive citizenship and inclusive processes of teaching and learning.

In the first part of this paper, the author discusses the importance of the first language in the process of learning English as a second language as explored by previous researchers. In the second part, the author describes the results obtained, in two small case studies, among the students of different ethnic backgrounds learning the English language. The present paper consists of two parts. The first part is comprised of online questionnaire answers provided by Georgian, Mandarin, Hindi and Lithuanian speakers, where participants were asked to answer questions regarding their experience while learning English and whether they were encouraged to use their MTs in the process. The second study was conducted at the International School of the Hague (ISH). Five students were interviewed and recorded as they shared their experiences of using their MTs during the learning process. The research generates mixed pictures, however most of the participants agree on the importance of their mother tongues in learning the target language.

Ural, N. (2021). Yabancı Dil Öğretiminde Sanal Gerçeklik Kullanımı. H. Asutay (Ed.) Dil Öğretiminde Yeni Teknik ve Yöntemler (s. 145-161) içinde. Çanakkale: Paradigma Akademi.

Gelişen teknoloji, insanlığın günlük yaşamında önemli bir konuma sahiptir. Öyle ki günümüzde teknolojinin kullanımı tercihten çok ihtiyaç halini almıştır denebilir. Teknolojik gelişmeler birçok yeniliği de beraberinde getirmiştir. Bu yeniliklerden biri de üç boyutlu sanal gerçeklik teknolojisidir. Bu yeni ve ileri teknoloji ürünü; sanal gerçeklik gözlüğü, eldiveni ve kumandası gibi çeşitli giyilebilir elektronik aletler aracılığıyla dijital ekranda bulunan simülasyonla veya üç boyutlu görüntüyle etkileşimde bulunmayı sağlamaktadır. Sanal gerçeklik teknolojisi günümüzde kültürsanat, eğlence, turizm, eğitim, tıp, elektronik ticaret, inşaat ve üretim gibi sıralanabilecek farklı alanlarda kullanılmaktadır. Bu çalışmanın amacı, yabancı dil öğretiminde sanal gerçekliğin kullanımını aydınlatmaktır.

La diversidad del español y su enseñanza es la primera publicación concebida para reflexionar sobre la diversidad de la lengua desde un punto de vista crítico, interdisciplinario, institucional, aplicado e internacional. El análisis de doce lecturas y de una detallada guía de explotación didáctica potencian la adquisición de conocimientos sobre la lengua y desvelan la complejidad de la investigación sobre las variedades del español.

Características principales:

• Artículos de investigación desde diferentes enfoques y perspectivas;

• Actividades de reflexión para verificar la asimilación de contenidos;

• Análisis crítico de extractos y citas de autoridad (español e inglés);

• Preguntas analíticas sobre el estado de la cuestión y recursos institucionales;

• Modelos metodológicos de investigación empírica sobre la diversidad de la lengua;

• Propuestas de temas para la investigación y el debate dentro y fuera del aula;

• Pautas bibliográficas detalladas para profundizar sobre la materia;

• Selección de conceptos clave para potenciar la adquisición de terminología lingüística;

• Glosario bilingüe en línea (español e inglés) sobre variedades del español, sociolingüística aplicada y política lingüística;

• Soluciones de las guías de lectura e información complementaria.

Diseñado como libro de texto o material de autoaprendizaje, La diversidad del español y su enseñanza es una herramienta imprescindible para familiarizarse con la diversidad de la lengua. La información será de interés y aplicable en contextos académicos y profesionales de enseñanza, diseño curricular y elaboración de materiales didácticos de español como lengua extranjera o segunda y de herencia. Cualquier investigador, profesor, estudiante o lector podrá acceder de manera crítica y pautada a esta importante parcela de conocimiento sobre el idioma.

Abstract. The article examines the basics of learning a foreign language. The fundamental foundations of this process are chosen. These judgments are made at the intersection of philosophical and pedagogical platforms. Therefore, research is of importance in both aspects, both philosophical and pedagogical. A new concept called ”Intuitive language base" is put forward. With the help of this concept, judgments about the fundamental foundations are made. The main issue explained within the framework of the concept is about words. Thus, it is shown that, unlike the grammatical rules, words have a different fundamental aspect. At the same time, fundamental ideas about translation and scientific language are taken from this concept. In addition, the number of possible words in the world is calculated, judgments about creativity are put forward, fundamental issues such as the concept of the minilex and the music of the language are touched upon, and the attitude is expressed within the proposed concept.

Multilingualism, superdiversity, and the abundance of language contacts place new demands on language teachers, who must consider each student’s linguistic biography, family language policies, and cultural practices in order to keep up with their growth in a specific school vs. university subject. Many more languages are becoming pluricentric as they continue to be used in migrating populations. So, they decline or flourish in diaspora and introduce heritage language learners as people with special needs into regular classrooms. Using Russian as an  example, the paper suggests methods for organizing language instruction of varied speakers and learners in a heterogeneous integrated university classroom.

The research focuses on the transnational literacy and language practices of a Vietnamese immigrant family in Midwestern United States. Drawing upon multiple
bodies of contemporary research and conceptual frameworks, this investigation intends to go beyond transnational movements to indicate the complex nature of biliterate, bilingual and bicultural development and the role of national and supranational ideologies, as well as to describe how the Vietnamese diaspora have mobilized their identities and in so doing, redefined the provoking term “the American Dream.”

The general objective of this study was to research the revitalisation of language tourism (LT) activities in Spain. More specifically, the study aimed at describing the LT phenomenon, analysing the global and Spanish LT market, and examining domestic LT options in Spain. A bibliographic and web search was carried out, in addition to a focus group with a convenience sample of four language tourists, and an in-depth semi-structured interview with one study abroad accommodation provider. Qualitative data were processed using content analysis and SWOT analysis, and were categorised before the triangulation stage. Whereas Spanish inbound and outbound LT markets are quite consolidated, only 17 private companies and 5 public programmes have been identified in the Spanish domestic niche, all of them focusing on English as a foreign language. The private offering is very limited and addressed at very specific segments. As for public programmes, in 2019-2020 they received an estimated fundin...

This dissertation investigated and analyzed the legislation on English language teaching and its establishment as a not required subject in the Brazilian school curriculum, presenting and clarifying the possible factors for the omission of the foreign languages teaching recommendation with the institution of LDB published in 1961, remaining effective during Law nº 5.692, from 1971 and in force until 1996. Hence, data collection from the referred legislation was carried out considering the qualitative nature and the historical and documentary character of this research, in order to identify and comprehend the law’s sustaining ideals and principles in its various forms (decrees, opinions, reports, etc.), as well as to investigate the historical context of its elaboration. Thus, the history of the school subjects (Chervel, 1990) and the school curriculum (Goodson, 1995) are used as theoretical references. Legislation and educational historiography of the period are used as sources. It was understood throughout the investigation that the non-recommendation of foreign language teaching in the official texts of LDBs from 1961 and 1971 was defined as an attempt to decentralize the teaching in the country, and therefore its recommendation happened exclusively by complementary legislation. The decision-making process was then a matter of the state councils of education.

In this study, the importance of vocabulary knowledge in language education and the use of mobile applications in the teaching of collocations are emphasized. The application of collocation was realized through a mobile instant messaging application. It has been determined that students use a mobile application in a word learning process to provide more meaningful learning than in classroom learning. In this study, which was applied to 54 people using experimental and controls grouped research design, the experimental group was given mobile cards and the control group was given word cards in the class. In quantitative aspect, the study aimed to see the difference between the academic achievements of both group. At the end of the process, an academic achievement test was applied to the students, and a significant difference was found between the groups in favor of the experimental group. In qualitative aspect, the students opinions was given on use of mobile applications in teaching ...

Second language (L2) learning has been promoted as a promising intervention to stave off age-related cognitive decline. While previous studies based on mean trends showed inconclusive results, this study is the first to investigate nonlinear cognitive trajectories across a 30-week training period. German-speaking older participants (aged 64–75 years) enrolled for a Spanish course, strategy game training (active control) or movie screenings (passive control). We assessed cognitive performance in working memory, alertness, divided attention, and verbal fluency on a weekly basis. Trajectories were modeled using Generalized Additive Mixed Models to account for temporally limited transfer effects and intra-individual variation in cognitive performance. Our results provide no evidence of cognitive improvement differing between the Spanish and either of the control groups during any phase of the training period. We did, however, observe an effect of baseline cognition, such that individuals with low cognitive baselines increased their performance more in the L2 group than comparable individuals in the control groups. We discuss these findings against the backdrop of the cognitive training literature and Complex Dynamic Systems Theory.

This article presents a discussion and analysis on the implementation of social networks to support the learning of a second language (L2) in the field of Computer Assisted Language Learning (CALL); an area that has regained especial significance in the post pandemic era. Through a cumulative case study report that compares and contrasts several research studies carried out at different times, this article first brings to discussion the strengths that social networks offer for their implementation in L2 instruction. To continue the discussion, the issues of teachers' CALL training and access are presented as weaknesses for a successful implementation of social networks in the L2 instruction. It is argued that social networks cannot work as effective tools for this purpose without the guidance of a properly trained instructor. Nevertheless, attaining such an ideal condition is challenging considering the problems that might emerge during its implementation. Although it is common that language teachers to some extent include this resource for their L2 classes, more research needs to be done to produce literature that sheds light on the aspects that need to be worked on to take real advantage of this type of technology.

The study was conducted to measure the effectiveness of multisensory language teaching approach on improving the vocabulary competence in terms of word form, word meaning, and word use of students. Furthermore, it aimed to determine the difference in pretest and posttest scores before and after the implementation of the said approach. Using the one group pretest-posttest experimental research design, 30 Grade 10 students of Balele Integrated High School during the academic year 2020-2021 were conveniently selected as the respondents of the study. Pretest-posttest questions were utilized to obtain the data. Results of the pretest and posttest revealed that there was no significant difference between the students' vocabulary competence in terms of word form and word use before and after exposure to multisensory language teaching approach. On the other hand, there was a significant difference between the students' vocabulary competence in terms of word meaning before and after exposure to multisensory language teaching approach. It can be inferred from the results that teachers should look into the students' prior knowledge, their receptive and productive vocabulary knowledge. It is also noteworthy to consider first the students' various background, socioeconomic status, gender, intellectual ability, and learning style in determining their vocabulary competence.

Die demokratisering van Afrikaans stel taalbeplanners en variasietaalkundiges voor die uitdaging om 'n betekenisvolle rol te speel in die totstandkoming van 'n nuwe verteenwoordigende taalbedeling, met die bemagtiging van alle moedertaalsprekers en die nuutstandaardisering van Afrikaans op 'n inklusiewe varieteitebasis as doelwit. In die artikel word van die standpunt uitgegaan dat Standaardafrikaans nie 'n homogene linguale objek is nie, maar enersyds 'n geidealiseerde institusionele hoefunksiekode is met geleentheidsgebruikers en andersyds 'n niegeinstitusionaliseerde standaardtaal is met standaardtaalsprekers. Binne die Variasietaalkunde kan laasgenoemde as die standaardvarieteit of bowestreekse varieteit beskou word naas die niestandaardvarieteite. Ten einde die verskille tussen al die varieteite te minimaliseer moet alle moedertaalsprekers van Afrikaans op formele en informele vlak inspraak en verteenwoordiging he in die amptelike strukture wat die statu...

La migrazione è una fenomeno naturale dell'esistenza umana e in tal senso non può rappresentare in sé un crimine o un problema in quanto ha il potenziale per essere una soluzione: è quanto si afferma nel Rapporto dello Human Rights Council su “human rights of migrants on a 2035 agenda for facilitating human mobility” (2017). È una prospettiva che, necessariamente, pone sfide politiche, economiche, sociali e educative. In questo quadro il contributo presenta una ricerca comparativa con studio di casi, realizzata all’interno di un progetto Erasmus KA2, su pratiche di educazione degli adulti per lo sviluppo di competenze linguistiche e comunicative, quale fattori primari di integrazione socio-culturale e strumento di valorizzazione del potenziale conoscitivo dei soggetti, funzionale all’implementazione di processi di apprendimento autodiretto. A partire dagli esiti del progetto di ricerca, è approfondita la sinergia che può essere generata attraverso open learning environment, ancorati alla vita reale per l’apprendimento della lingua L2, e la tessitura di relazioni che possono costituire la base di efficaci processi di integrazione. Il contributo presenta le lessons learnt in termini di raccomandazioni, strumenti e percorsi per il lavoro di insegnanti, formatori e operatori del settore.

In this study, the importance of vocabulary knowledge in language education and the use of mobile applications in the teaching of collocations are emphasized. The application of collocation was realized through a mobile instant messaging application. It has been determined that students use a mobile application in a word learning process to provide more meaningful learning than in classroom learning. In this study, which was applied to 54 people using experimental and controls grouped research design, the experimental group was given mobile cards and the control group was given word cards in the class. In quantitative aspect, the study aimed to see the difference between the academic achievements of both group. At the end of the process, an academic achievement test was applied to the students, and a significant difference was found between the groups in favor of the experimental group. In qualitative aspect, the students opinions was given on use of mobile applications in teaching vocabulary. Individual interviews were conducted with the students at the end of the process accordingly and these interviews were used in the evaluation of the process.

La ciencia, como medio para explicar la realidad, implica un sesgo que irremediablemente lleva a incrementar o disminuir la importancia de factores. Algunos son considerados primordiales, mientras otros son desechados como carentes de valor. Además de esta preselección de factores, el método científico contiene
en sí construcciones y representaciones que explican la realidad.
La lingüística, al amparo del método científico, comparte intereses, metodologías y representaciones. Aunque tradicionalmente la lengua es estudiada como un sistema simple que puede explicarse con una suma de factores, recientes estudios que muestran relaciones de codeterminación entre factores y cambios no lineales, ponen en duda esta afirmación. Como un
sistema dinámico, el estudio de la lengua requiere de nuevos enfoques, metodologías y representaciones. Aquí se propone una metodología para la representación del aprendizaje léxico en estudiantes de segunda lengua. Esta metodología considera la complejidad esencial y representa el cambio como un mapa dinámico. Al final, el artículo discute algunas de las implicaciones que esta propuesta conlleva.