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Sustainable Multilingualism
Darnioji daugiakalbyste
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A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

Summary

This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

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Lexical and Morphological Features of Translational Lithuanian

, J., Kovalevskaitė, J., & Ringailienė, T. (2017). Tekstynais paremti vertimų kalbos tyrimai ir šaltiniai. Kalbų studijos , 30, 42–55. Vaičenonienė, J. (2014). How relevant is the distinction between the original and translated texts in general corpora? Human Language Technologies – The Baltic Perspective (pp. 248–256). Amsterdam/Berlin: IOS Press. Xiao, R. & Hu, X. (2015). Corpus-based studies of translational Chinese in English-Chinese translation. New Frontiers in Translation Studies. Shanghai Jiao Tong University Press and Springer-Verlag Berlin

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Medical Students’ English Language Learning: Needs and Perceptions

Purposes Interest Section ESP E-journal, 3. Hui, Z. (2007). Teaching technical English to engineering students. Sino-US English Teaching, 4(9). Retrieved from http://209.85.175.104/search?q=cache:t4mPS7B4m1MJ:www.linguist.org.cn/doc/su200709/su20070910.pdf+english+for+engineering+students&hl=en&ct=clnk&cd=16&gl=my&client=firefox-a . Hull, M. (2004). Changing the paradigm for medical English language teaching. Paper presented at the 2004 International Symposium of English for Medical Purposes, Xi’an, China, 16–19 October 2004. Hull, M. (2006

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Diversity in a Sino-French Company in Beijing: How Do Employees Manage Their Multilingual Practices?

References Atkinson, J. M. &Heritage J. (eds.) (1984). Structures of Social Action. Studies in Conversation Analysis. Cambridge: Cambridge, University Press. Barner-Rasmussen, W &Bjorkman, I. (2007). Language Fluency, Socialization and Inter-Unit Relationships in Chinese and Finnish Subsidiaries. Management and Organization Review, 3 (1), 105–128. Beach, W. A. (1993). Transitional Regularities for “Casual” “Okay” Usages. Journal of Pragmatics, 19 , 325–52. Dewey, M. (2007). English as a lingua franca: an empirical study of innovation

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Translator’s Preface as a Genre: A Comparative Analysis of Lithuanian and English Prefaces

Journal of English Language, Literature and Translation Studies, 2/3, 311–319. Jing-yi, X. & Sun Z. (2015). Changing Content of Translator's Prefaces: with Special Reference to China Yilin Press's Translated Publications. Journal of Literature and Art Studies , 5/11, 1081–1089.

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e-TEALS
an e-journal of Teacher Education and Applied Language Studies
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The Diversity of Immigrant Identity and the Aspects of the Design Thereof

. Piela (Eds.) Paikka. Eletty, kuviteltu ja kerrotu (pp. 93–109). Helsinki: SKS. Smith, P. K., Cowie, H. & Blades, M. (2008). Laste arengu mõistmine . IV väljaanne. Tallinn: Tallinna Ülikooli kirjastus; Blackwell Publishing. Smith, J. M. (2016). Creating New Identities: Chinese American Women Professionals in Greater Baltimore. Advances in Anthropology , 6 (2). Sudman, S., Bradburn, N. M. & Schwarz, N. (1996). Thinking about answers: The application of cognitive process to survey methodology . San Francisco, CA: Jossey-Bass. Tabouret

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A Desperate Call for Process and Post-Process Approach in Lithuanian ESL Classrooms

). Blogging to Learn: Becoming EF Academic Writers Through Collaborative Dialogues. Language Learning &Technology, 16 (1), 43–61. Ware, P., Kern, R., &Warschauer, M. (2016). The development of digital literacies. In P. K. Matsuda &R. K. Manchón (Eds.), Handbook of second and foreign language writing (pp. 307–28). Xu, X., &Li, X. (2018). Teaching Academic Writing through a Process-Genre Approach: A Pedagogical Exploration of an EAP Program in China. TESL-EJ , 22 (2), 1–21. Zheng, B., Yim, S., &Warschauer, M. (2016). Social Media in the writing

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