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    Wyświetlanie 1-2 z 2
    Tytuł:
    Emotions and Family Language Policy: Some Case Studies of Immigrant Families from Europe
    Autorzy:
    Haque, Shahzaman
    Powiązania:
    https://bibliotekanauki.pl/articles/28411278.pdf
    Data publikacji:
    2023-12-16
    Wydawca:
    Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
    Tematy:
    family language policy
    Indian diaspora in Europe
    socialisation of emotion
    Hmong family in France
    case studies from France
    Sweden
    Norway and Finland
    Urdu speakers in Europe
    emotions in family language policy
    Opis:
    This paper examines the family language policies in five case studies of immigrant families in Europe, focusing on the following emotions: Pride, Joy, Sadness and Fear. Families who immigrated from India and Laos to France, Sweden, Norway and Finland expressed their first and foremost emotions over the maintenance of their heritage languages in terms of language ideologies. The principal purpose of this paper is to explore critically the role of emotions of parents and of children regarding the maintenance or loss of the heritage language and the dominant position that the host language occupies in the framework of the family language policy. With an ethnographic approach, the principal tools were interviews, recording of conversations, participant observations and field notes, which yielded significant information on language attitudes, ideologies and practices toward the host-language and heritage language. Findings show that emotions of anxiety toward enfeeblement of the heritage language were common among parents, albeit not explicitly manifested in some families. Fear of losing the heritage language amounts to fear of losing linguistic and cultural identity over which some parents were frustrated, angry and helpless. Pride and joy were other affective displays, notably related to one’s command of the host languages or powerful languages like English.
    Źródło:
    Academic Journal of Modern Philology; 2023, 20; 353-372
    2299-7164
    2353-3218
    Pojawia się w:
    Academic Journal of Modern Philology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PATTERN PRACTICE REVISITED: FROM SYNTAX TO SENSE AND POSITIVE EMOTIONS
    Autorzy:
    Scheffler, Paweł
    Butzkamm, Wolfgang
    Powiązania:
    https://bibliotekanauki.pl/articles/442954.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    gramatyczne dryle tłumaczeniowe
    język ojczysty w nauce języka angielskiego
    pozytywne emocje
    pattern practice
    bilingual drills
    native language in learning English as a foreign language
    positive emotions
    Opis:
    For many second and foreign language learners, the goal of language instruction is fluent oral performance. Such performance can be achieved if the mechanisms underlying L2 performance have been automatized. It is generally recognized that promoting automaticity in the classroom requires massive repetition and consistent practice, which, however, need to correspond to conditions of use in order for transfer into real speech to take place. It is also often acknowledged that meeting these requirements in classroom instruction is very difficult as traditional repetitive practice activities often take time away from communicative language use and fail to induce positive emotions in learners. In this article, we take a fresh look at the theory behind, and the implementation of, pattern practice. We begin by arguing that it is construction grammar that provides a theoretical foundation for pattern practice. We also demonstrate that monolingual drills in the audiolingual method marginalized meaning and were often mechanical. We then present bilingual drills as an alternative exercise type which facilitates pattern recognition, oral repetition and focus on meaning. We show that referring to the native language makes it possible to localize and individualize the examples used and to induce positive emotions in the process. Finally, we discuss communicative drills and use transcripts of classroom interaction to demonstrate that repetitive practice, communication and positive emotions can all be combined.
    Źródło:
    Neofilolog; 2019, 52/1; 89-101
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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