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Sustainable Multilingualism

Darnioji daugiakalbyste

Open access

Ayşegül Takkaç Tulgar

education. Annals of the American Academy of Political and Social Science , 449, 129–140. Byram, M. (1997). Teaching and assessing ıntercultural communicative competence . Clevedon, UK: Multilingual Matters. Çelik, S., Kazazoğlu, S., & Karaca, B. (2013). Intercultural experience of foreign students: Erasmus students’ perspectives on their development of cross-cultural awareness. Sustainable Multilingualism , 3, 126–136. doi: 10.7220/2335-2027.3.10. Clement, M. & Outlaw, M. (2002). Student teaching abroad: Learning about teaching, culture, and self

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Moreno Bonda and Jurgita Macijauskaitė-Bonda

Companion. Levi, P. (1989). Se questo è un uomo . Torino: Einaudi. Milton, J. (1976). Paradise Lost . Cambridge: Cambridge University press. Mwepu, P. K. (2007). From Self-Identity to Universality: A Reading of Henri Lopes’ Works. Literator , 28(3), 131–144. Nugaraitė, I. (2017). Standard Language Ideology and Its Influence on Lithuanian Migrants. Samogitians' Attitudes Towards Their Language Variety. Sustainable Multilingualism , 11(1), 14–33. Ultima consultazione 23 Apr. 2018. doi:10.1515/sm-2017-0011. Ovidio (2017). Metamorfosi

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Lilija Vilkancienė and Inga Rozgienė

. Retrieved from: http://www.ccn-clil.eu/. Bijeikienė, V., Pundziuvienė, D., & Zutkienė, L. D. (2012). IKT panaudojimas integruojant kalbos ir dalyko mokymą. Sustainable Multilingualism. 1/2012. Bijeikienė, V., & Pundziuvienė, D. (2015). IDKM diegimas Lietuvos bendrojo lavinimo mokyklose: atvejo analizė. SANTAKA: Filologija/Edukologija. 23(1): 1-13. DOI http://dx.doi.org/10,3846/cpe.2015,252. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Content and Language Integrated Learning. CUP. Content and Language

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Raşit Çelik

-96. Çelik, R. (2014b). Unity vs. uniformity: The influence of Ziya Gökalp and John Dewey on the education system of the Republic of Turkey. Education and Culture, 30, 17-37. Çelik, R. (2016). A historical/political justification for the need for multicultural citizenship education and educators: The case of Turkey and the European Union. Sustainable Multilingualism, 9, 14-31. Dewey, J. (1916/2007). Democracy and education. Middlesex: Echo Library. Dewey, J. (1924/1976). Report and recommendation upon Turkish education. In J

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Lisa Griggio

). Communication from the commission “Europe 2020 – A strategy for smart, sustainable and inclusive growth” COM (2010) 2020 final, Brussels, 3-3-2010 . Retrieved from http://eur-lex.europa.eu/legal-content/en/ALL/?uri=CELEX%3A52010DC2020 . European Commission (2017). European Language Label (ELL) for Innovative Initiatives in Language Teaching and Learning Guidelines for implementation . Retrieved from http://ec.europa.eu/dgs/education_culture/repository/languages/policy/strategic-framework/documents/guidelines-for-implementation-ell_en.doc . European Commission

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Mehmet Akpinar

, how do English language teaching programs measure up? Paper presented at the 4 th annual Conference on Sustainable Multilingualism: Language, Culture and Society, Kaunas, Lithuania. Çepni, S. (2013). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (3 rd ed.). Trabzon, Turkey: Celepler Publishing. Ekiz, D. (2009). Bilimsel araştırma yöntemleri, yaklaşım yöntem ve teknikler [Scientific research methods, approach, method and techniques]. Ankara: Anı Publishing. Erdem, C. (2017). Sınıfında mülteci öğrenci

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Tove Skutnabb-Kangas

Summary

Aiming at the maintenance of biodiversity and healthy ecosystem in the world – vital issues of the 21st century – it is important to preserve linguistic diversity and prevent the increasing language endangerment, thus ensuring the support of linguistic human rights. The author presents a comprehensive explanation of the key terms related to linguistic diversity and language ecology and investigates if educational language rights in international and regional Charters/Conventions support the maintenance of indigenous, tribal and minority languages (the world’s linguistic diversity), thus preventing language endangerment. The answer is that most educational systems in the word today support linguistic genocide in relation to indigenous, tribal and minority children’s language rights, by providing subtractive education as capability deprivation (according to Amartya Sen), which leads to poverty and violation of human rights in general. The author also argues why linguistic diversity and language rights are important for the maintenance of biodiversity and thus a healthy ecosystem.

Open access

Miroslav Stasilo

Sommaire

Les enseignants des langues étrangères utilisaient très longtemps des méthodes traditionnelles comme celle de grammaire-traduction. Le travail des professeurs et des andragogues est plus complexe aujourd’hui qu’auparavant. Les trois dernières décennies ont vu de nombreux changements : évolution technologique, pluridisciplinarité des sciences, globalisation. L’enseignement actuel des langues étrangères s’appuie sur des sciences aussi diverses que la linguistique, la psychologie, l’informatique, les sciences de communication en se basant sur le Cadre européen commun de référence pour les langues3 dont le but est l’identification et la définition des facettes théoriques de l’apprentissage d’une langue. Cet article analyse l’enseignement du français aux douaniers lituaniens en mettant l’accent sur des approches et des techniques actives, en particulier sur l’approche hybride. Il analyse les programmes proposés par le Centre de la formation des douaniers de Vilnius en se concentrant sur une étude plus détaillée du programme de l’apprentissage hybride en français pour lequel le français de spécialité est une priorité. Cette approche appliquée à l’enseignement des langues étrangères, se révèle séduisante pour les adultes car elle facilite l’intégration à la vie professionnelle. Elle participe également à la réalisation de la politique de multilinguisme grâce à la coopération entre les enseignants des langues étrangères et les apprenants. Plus que d’autres, elle favorise également les synergies interdisciplinaires grâce à l’utilisation des nouvelles technologies et des documents authentiques dans des domaines très variés : de la vérification douanière des véhicules aux questions d’éthique des douanes. Cet article présente enfin 5 composantes de l’acquisition lexicale qui accompagnent la formation professionnelle des douaniers en français : linguistique, discursive, référentielle, socioculturelle et stratégique.

Open access

Rea Lujić and Silvija Hanžić Deda

Summary

This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.