Autor: Wlosowicz, Teresa Maria - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes
Autorzy:: Wlosowicz, Teresa Maria
Powiązania:: https://bibliotekanauki.pl/articles/783097.pdf
Data publikacji:: 2017
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Tematy:: language attrition
advanced users of English as L2
English language teachers
language maintenance
Opis:: The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
Źródło:: Theory and Practice of Second Language Acquisition; 2017, 3, 1
2450-5455
2451-2125
Pojawia się w:: Theory and Practice of Second Language Acquisition
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language
Autorzy:: Wlosowicz, Teresa Maria
Powiązania:: https://bibliotekanauki.pl/articles/783191.pdf
Data publikacji:: 2020
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Tematy:: multilingual repertoires, code-switching, translanguaging, production strategies
Opis:: The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneously, the use of words from languages other than Spanish for lack of a Spanish word could be argued to be more precisely classified as code-switching. Multilingual repertoires are highly complex and, according to Otheguy, García and Reid (2018), multilingual competence is unitary rather than divided into several distinct languages, so, in their view, words are selected from a single lexicon. However, as shown by Williams and Hammarberg (1998), the different languages in multilingual repertoires perform various functions, which gives rise to different types of switches. The study was carried out with English Philology and Romance Philology students studying Spanish as a third or additional language. As the results show, even though the Romance Philology students were generally better at translanguaging, viewed as the use of all their linguistic resources, they avoided switches into other Romance languages, probably to minimise interference. By contrast, the English Philology students, who had lower proficiency in Spanish, were less capable of using their multilingual resources, including English, to provide the missing words, possibly also due to problems with the comprehension of the Spanish sentences.
Źródło:: Theory and Practice of Second Language Acquisition; 2020, 6, 1; 65-106
2450-5455
2451-2125
Pojawia się w:: Theory and Practice of Second Language Acquisition
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level
Autorzy:: Wlosowicz, Teresa Maria
Powiązania:: https://bibliotekanauki.pl/articles/454132.pdf
Data publikacji:: 2020
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: translanguaging;
multilingual repertoires;
language awareness
Opis:: The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.
Źródło:: Multidisciplinary Journal of School Education; 2020, 17; 135-169
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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