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    Wyświetlanie 1-4 z 4
    Tytuł:
    Emergent Literacy in Bilingual Children. Teaching for transfer and biliteracy
    Wczesna nauka czytania i pisania dzieci dwujęzycznych. Transfer umiejętności i dwujęzyczność w czytaniu i piśmie
    Autorzy:
    Dębski, Robert
    Rabiej, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1968978.pdf
    Data publikacji:
    2021-12-31
    Wydawca:
    Polska Akademia Nauk. Instytut Języka Polskiego PAN
    Tematy:
    biliteracy
    emergent literacy
    bilingualism
    community languages
    dwujęzyczność w czytaniu i piśmie
    wczesna nauka czytania
    dwujęzyczność
    języki społecznościowe
    Opis:
    The objective of the article is to (1) explain the role of emergent literacy in the community language in developing literacy in the additional language and biliteracy, and (2) demonstrate the need to develop resources supporting emergent reading skills in community languages in Australia. A critical review of literature in the field of emergent literacy and bilingual language development shows that the interaction between languages in the development of biliteracy is complex, but overall it demonstrates a positive impact of emergent literacy in the community language on the development of literacy skills in the additional language in later years. The article presents emergent literacy example materials, targeting bilingual children in Australia with Polish backgrounds, and explains the design considerations underpinning their development. A particular emphasis is on explaining how the materials have been designed to (1) stress the presence of different cultures and languages in the children’s environment (2) teach how to transfer reading skills and behaviours from Polish into English, and (3) emphasise those specific grapheme-phoneme relations in Polish which present difficulties for children acquiring Polish and English. The authors conclude that opportunities for transfer of early reading skills and behaviours from a community language to an additional language can be enhanced by designing reading materials for positive transfer, because learners who are acquiring an additional language use the strategies which they find most useful in their first language. It may be equally important to develop reading materials and instruction in the mainstream language in a way that community-language-speaking children are able to draw upon the skills which they bring with them into the reading learning process at school from home.
    Celem artykułu jest (1) wyjaśnienie wpływu wczesnej nauki czytania w języku społecznościowym na naukę czytania w języku dodatkowym oraz osiągnięcia przez dziecko dwujęzyczności w czytaniu i piśmie, a także (2) wskazanie na potrzebę tworzenia materiałów dydaktycznych wspierających naukę czytania i pisania w językach społecznościowych w Australii. Krytyczny przegląd literatury z zakresu wczesnej nauki czytania i pisania oraz dwujęzycznego rozwoju dzieci pokazuje, że interakcja pomiędzy językami w procesie rozwoju dwujęzyczności w czytaniu i piśmie jest procesem złożonym i wykazuje istnienie pozytywnego wpływu wczesnych umiejętności czytania w języku społecznościowym na naukę czytania w języku dodatkowym w latach późniejszych. Należy projektować materiały dydaktyczne, które stymulują taki pozytywny transfer oraz dwujęzyczność w czytaniu i piśmie, jak pokazuje omówiony w artykule projekt.
    Źródło:
    Socjolingwistyka; 2021, 35; 77-87
    0208-6808
    Pojawia się w:
    Socjolingwistyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reflections on a community-based approach to writing grammars of endangered African languages
    Autorzy:
    Akumbu, Pius W.
    Powiązania:
    https://bibliotekanauki.pl/articles/2082780.pdf
    Data publikacji:
    2020-12-13
    Wydawca:
    Uniwersytet Warszawski. Wydział Orientalistyczny. Katedra Języków i Kultur Afryki
    Tematy:
    grammars
    endangered languages
    community-based
    reflections
    Opis:
    Increasingly, there have been proposals for grammar writers to take into account the realities and needs of the community in order to produce grammars that can serve the interests of the native speakers (e.g. Kadanya 2006, Rehg 2014). Obviously, a grammar of an endangered language should, among other things, lead to the maintenance and/or revitalization of the language. However, grammars that are comprehensive and clear (Noonan 2007, Payne 2014, Rice 2006), and yet focus on and meet the needs of the target community, are still rare. This paper provides a reflection, from a community linguist’s perspective, on how a community-based grammar could be conceived and written in the African context. It is based on an exploration of grammars written by native and non-native speakers, as well as on the feedback from native speakers. The paper points out some practical challenges involved (e.g. with data collection, and actual use of the grammars), and upholds that a grammar that is based on community mobilization, sensitization, and training requires a greater involvement and follow-up by the grammar writer, especially after publication.
    Źródło:
    Studies in African Languages and Cultures; 2020, 54; 71-96
    2545-2134
    2657-4187
    Pojawia się w:
    Studies in African Languages and Cultures
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Communication Community in the Prefigurative World
    Autorzy:
    Kobylarek, Aleksander
    Madej, Martyna
    Roubalová, Marie
    Powiązania:
    https://bibliotekanauki.pl/articles/18105011.pdf
    Data publikacji:
    2022-09-27
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    communication
    seniors
    key competencies
    community
    intergenerational learning
    languages
    informal education
    Opis:
    In the contemporary world, communication goes far beyond the well-known traditional written or spoken forms. For today's digital users, these have become insufficient, as using them, they cannot express their thoughts fully. The youth that has developed its own language, has become more hermetic, but not because it rejects other generations. The reason is the inability of older generations to understand the new ways of communication. Seniors find it challenging to learn how to use new technologies and stay up to date with trends. Although young people are able to understand them, the older generation cannot keep up with the news and stays excluded. The lack of mutual understanding results in weaker bonds. Once again, it is possible to observe ICT as a contemporary key competence essential for an adequate, mutually comprehensible exchange of messages. The best way to connect two generations in this aspect is informal education, especially one focusing on intergenerational activities, which will not only reduce the exclusion of a social group such as seniors but will also let them to develop their critical thinking skills, which in the age of the Internet are crucial. Bringing up both generations in two different 'normalities' does not make any of them inferior but simply different. Investing in education, the desire for self-development and learning about the culture of different generations will not only open people's minds but will also have a positive impact on the development of intergenerational solidarity and mutual understanding.
    Źródło:
    Journal of Education Culture and Society; 2022, 13, 2; 7-16
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Investigation into the Participation Activity Rate of Foreign Languages Teachers in Specially Focused Network Pedagogical Communities
    Autorzy:
    Malykhin, Oleksandr
    Aristova, Nataliia
    Powiązania:
    https://bibliotekanauki.pl/articles/1969302.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    network community
    foreign languages teachers
    self-actualisation
    professional self-realization
    self-efficacy
    disciplinary self-efficacy
    instructional self-efficacy
    professional activity
    higher educational institution
    Opis:
    The authors present the results of research carried out in the 2017/2018 academic year among foreign languages teachers at eight higher education institutions. The aim of the study was to find out the connection between the participation activity rate of foreign languages teachers in specially focused network pedagogical communities and the level of professional self-realization through their self-efficacy. We used methods of mathematical statistics, computer data processing and discursive reflextion for drawing logical conclusions from experimental data. 267 foreign languages teachers from Ukrainian universities participated in the first stage of research. During the second stage, 108 selected foreign languages teachers completed a questionnaire for collecting data and evaluating the level of their self-efficacy. Results indicate a significant difference in the professional self-realization levels among the members and non-members of specially focused network communities and confirm the suggested hypothesis.
    Źródło:
    The New Educational Review; 2018, 53; 227-238
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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