Dòng Nội dung
1
Educational assessment issues in linguistically diverse contexts : A case study using a generalised linear mixed model / Paula Elosua, Paul De Boeck. // Language, Culture and Curriculum Volume 33, 2020 - Issue 3
UK Limited : Routledge, 2020
Pages 305-318

Fair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results explain differences in achievement among student groups based on home language, educational linguistic model, and test language through sociolinguistic status variables and correspondence between home language and test language. The paper highlights the importance of language-related factors and points out that achievement test scores in linguistically diverse contexts should be interpreted with caution to avoid unfair comparisons.
2
Evans和Levinson“文化、生物混合理论”介绍与反思. /c胡旭辉 // Foreign language teaching and research. 2013, Vol. 45, No.2. // 外语教学与研究 2013, 第45卷.第2期
2013.
tr. 276-287.

本文介绍了Evans和Levinson全面批评生成语言学理论长文的主要观点,并同时简要总结了生成学者在理论层面与技术层面的反驳。在此基础上,本文从此次功能与形式学派的大规模学术论战中总结出三点语言学研究中值得反思的问题,即:语言学研究方法、对语言共性的理解、语言学研究的层面。此外,本文也指出,语言变异与语言进化领域需要两派的对话与融合。
3
Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education / Mónica Lourenço, Ana Isabel Andrade, Susana Sa. // Language, Culture and Curriculum Volume 31, 2018 - Issue 2
2018
p.113-127

This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty, discrimination and climate changes). Based upon interviews conducted with the teachers after the staging of the two projects, we analyse teachers’ discourses regarding the learning outcomes of the activities, their beliefs and knowledge about language awareness and the possibilities for including this approach in the curriculum. Results suggest that teachers acknowledge the relevance of language awareness in the education of more engaged and respectful citizens; however, they feel insecure and unprepared to include it in their teaching practice and in their professional knowledge. Implications of these findings for pre-service and in-service teacher education are discussed.