Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "translanguaging" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-10 z 13
Tytuł:
MULTIMODAL SPACES FOR DIGITAL TRANSLANGUAGING: USING STORYJUMPER TO ENGAGE BI/MULTILINGUALS IN INTERACTIVE STORYTELLING
Autorzy:
Ezeh, Chioma
Powiązania:
https://bibliotekanauki.pl/articles/955405.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
translanguaging
media review
Źródło:
Teaching English with Technology; 2020, 20, 2; 118-130
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes
Autorzy:
Zhou, Xiaozhou (Emily)
Mann, Steve
Powiązania:
https://bibliotekanauki.pl/articles/1203051.pdf
Data publikacji:
2021-06-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translanguaging
action research
CLIL
Chinese
pedagogy
Opis:
Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 2; 265-289
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Translanguaging by Parents to Prepare Children for English Medium Preschool: A Trend in India
Autorzy:
Purohit, Anupama
Powiązania:
https://bibliotekanauki.pl/articles/1964349.pdf
Data publikacji:
2021-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
medium of instruction
metalinguistic ability
preschool
transglossic approach
translanguaging
Opis:
This qualitative paper analyses the parental English language input strategies adopted to make children ready for English medium preschools. The author uses interview and observation methods to collect data from 30 families in a cosmopolitan city in India. The result supports multimodal transglossic approach that promotes simultaneous plurilingualism and metalinguistic ability in children. To save children from undue pressure and unintelligent memory work in the home context before the beginning of preschool, the suggestion is to implement age-appropriate scaffolded English language teaching and prevention of the downward extension of the primary school syllabus to the preschools.
Źródło:
The New Educational Review; 2021, 66; 71-82
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading
Autorzy:
Ślęzak-Świat, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/2053535.pdf
Data publikacji:
2022-01-28
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
note taking
screen inferiority
reading strategies
note taking applications
translanguaging
Opis:
Generative note taking, being one of the strategies applied to manage difficult texts, requires not only comprehension and selection of information but also production. The current study focuses on note taking formats for a text read with the intention to summarise. Its focal aim is to improve both practical and theoretical understanding of this activity. It involves 103 second year English Department students, investigating how readers of FL engage with complex texts, how they were instructed in note taking and what note taking strategies they employ for comprehending academic texts. The analysis of the collected data attempts to indentify how readers’(n=103)  translanguaging and transmedia (n=103) note taking formats help increase their engagement in and access to difficult texts in L2. It shows that the subjects have not transitioned from the paper interface to the digital one, since they still display the screen inferiority effect in their reading habits. The collected data shows that only some subjects (n=42/103) received some form of instruction in paper note taking techniques or digital applications facilitating note taking. The students were not able to enumerate more than 4 note taking applications which would be conducive to their formation of a coherent interpretation of the digital text they read. The author contends that overt note taking instruction in both paper and digital mode will create avenues for encouraging, interacting and engaging in reading. Instruction in that field needs to be modified with regard to digital note taking/annotating tools to make use of the note taking formats available for processing digitally interfaced texts.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 1; 85-104
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Authenticity and awareness of English as a lingua franca in English language classrooms
Autorzy:
TAGLIALATELA, ANTONIO
Powiązania:
https://bibliotekanauki.pl/articles/1395906.pdf
Data publikacji:
2021-07-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Competent intercultural speaker
ELF authenticity
ELF awareness
English teaching practices
translanguaging
Opis:
Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 1; 103-122
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translanguaging: Implications for the language classroom derived from the revised version of the CEFR
Autorzy:
Lankiewicz, Hadrian Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/911736.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translanguaging
linguistic hybridity
ecolinguistics
foreign language learning and teaching
the CEFR
Opis:
One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 137-152
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future
Autorzy:
Cohen, Andrew D.
Powiązania:
https://bibliotekanauki.pl/articles/780989.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
dual language program
immersion program
translanguaging
inner voice
L2 pragmatics
Opis:
This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 327-345
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?
Wird uns ein ökologischer, mehrsprachiger Ansatz dabei helfen, das Sprachenlernen von zusammengeführten Flüchtlingsfamilien in Schottland zu unterstützen?
Autorzy:
Cox, Sarah
Powiązania:
https://bibliotekanauki.pl/articles/1182405.pdf
Data publikacji:
2021-01-14
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
ecological approach
translanguaging
family reunion
multilingualism
zweitspracherwerb
mehrsprachigkeit
translingualität
familienzusammenführung
Opis:
This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of families who have been recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from an exploratory teaching study working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full "linguistic repertoire" (Garcia, 2010) and drawing of Norton’s construct of "investment" (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees own languages within the learning process.
In diesem Artikel wird die Beziehung zwischen akademischer Literatur, Sprachpolitik und Sprachlernpraxis im spezifischen Kontext von Familien untersucht, die durch den Familienzusammenführungsdienst des Britischen Roten Kreuzes in Glasgow zusammengeführt wurden. Dargestellt werden die Ergebnisse der Studien zum Lehrprozess, der in Zusammenarbeit mit Teilnehmern in den ersten Wochen nach ihrer Ankunft in Schottland stattfand. Ziel der Untersuchung war es herauszufinden, ob ein mehrsprachiger, ökologischer Ansatz beim Sprachenlernen in diesem Kontext effizient ist. In Anlehnung an die Prinzipien der Translingualität und unter Berücksichtigung der Nutzung des gesamten „sprachlichen Repertoires“ durch die Probanden (vgl. Garcia, 2010) ergründet der Artikel, in Bezug auf den von Norton (2013) vorgeschlagenen Begriff der „Investition“, die Schlüsselfragen des Selbstständigmachens und der Identität in der Klasse. Die gewonnenen Ergebnisse ermöglichen es, Schlussfolgerungen hinsichtlich der Gestaltung des Gleichgewichts der Einflüsse in der Klasse und der Bedeutung der Akzeptanz der ersten Flüchtlingssprache, die als ein wichtiges Element des Lernprozesses gilt, zu formulieren.
Źródło:
Theory and Practice of Second Language Acquisition; 2020, 6, 2; 11-34
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 13

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies