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La importancia de la L1 en el desarrollo y la aplicación del currículo integrado de las lenguas (CIL): Presentación de una secuencia didáctica de integración de L1 y L2 para 4. ° de ESO bilingüe. / Víctor Cantero.
// Lenguaje y textos. 2014, Vol. 39. 2014tr. 65-78. Cette collaboration vise à souligner l importance de la LI dans le cadre de l’enseignement intégré des langues et des contenus établi dans l’enseignement EMILE (Enseignement d une Matière par l’integration d’une Langue Etrangère). En observant le rôle secondaire qui est assigné dans la practique à la langue espagnole dans les sections bilingues des collèges et lycées espagnols, ce travail revendique le juste protagonisme qui correspond à la langue maternelle dans un modèle d enseignement basé sur l intégration de la LI et de la 12. Grâce à l’elaboration d une séquence didactique d’intégration de la langue espagnole etde l anglaise, destinée àlèves de seconde, l’auteur de cet article a réussi á démontrer que la L1 est indispensable à une bonne intégration de toutes les langues qui font partie de l enseignement des élèves. Nous nous référons à un processus qui essaie de maximiser les compétences linguistiques et communicatives des élèves, tout en permettant la pleine maîtrise des deux langues.
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When ‘home languages’ become ‘holiday languages’: teachers’ discourses about responsibility for maintaining languages beyond English / Clare Cunningham
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020p. 213-227 Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers’ discourses about responsibilities for language maintenance, attrition and shift have not been researched adequately. This paper addresses this gap by offering a critical discourse analysis of research interviews with British primary school educators. Research on this topic is important because it is well known that teachers’ attitudes impact on local policies and classroom practices. Findings show that teachers construct parents and children as responsible for maintenance and attrition of languages beyond English. Teachers hold varying attitudes on language maintenance, some perceiving it as important, whilst others do not. However, few participants claim any significant sense of personal or institutional responsibility for home language maintenance. Parents are construed as denying their children the chance to develop their home languages and children are negatively appraised for not taking opportunities to use them. Globally, teachers need to be empowered to challenge societal ideologies embedded in language policies and the education system should take a role in home language development to help prevent language shift.
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多语环境下“母语”概念的界定:困境与出路 = Defining Mother Tongue in a Bilingual or Multilingual Environment: Problems and Solutions / FANG Xiaobing.
// Applied linguistics. 2015, No.2. 2015.77-86 p. Mother tongue is defined by traditional linguistics from three dimensions,i. e. language acquisition,national identity and language use. Thereby it is called first language,native language and dominant language accordingly. However,in a bilingual or multilingual environment,the definitions are faced with various challenges. It is proposed that mother tongue,as an independent connotative concept,is a product affected by both subjective and objective factors. It serves as an objective basis for children’s language acquisition and contains both individual and community identities. Due to these two identities,it is common that some bilinguals have two mother tongues. It is argued that re-defining mother tongue will shed significant light onthe acquisition,planning,human rights,maintenance and education of mother tongue in a bilingual or multilingual environment.
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