Darnioji daugiakalbystė / Sustainable Multilingualism 2018, nr. 12

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Leidybą rėmė Europos socialinis fondas / Publication sponsored by European Social Fund
  1. Viršelis / Cover
  2. Informacija apie Darnioji daugiakalbystė / Information about Sustainable Multilingualism 2018, nr. 12

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Now showing 1 - 5 of 11
  • Publication
    Language challenges in global and regional integration
    [Globalios ir regioninės integracijos metu kylantys kalbos iššūkiai]
    research article
    Phillipson, Robert
    Darnioji daugiakalbystė, 2018, nr. 12, p. 14-35
    The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.
      20  29
  • Publication
    Identità e multilinguismo. Una lettura antropologica della rappresentazione dell’alterità nelle catabasi letterarie
    [Identitetas ir daugiakalbystė literatūrinės kelionės į pragarą naratyvuose: antropologinė interpretacija]
    research article;
    Darnioji daugiakalbystė : periodinis mokslo žurnalas = Sustainable multilingualism : biannual scientific journal. Kaunas : Vytautas Magnus university, 2018, T. 12, p. 36-60
    L’articolo esamina la reinvenzione diegetica dei princìpi sottesi alla definizione dell’identità così come enunciati descrittivamente dall’antropologo Francesco Remotti. Si propone una lettura antropologica della rappresentazione funzionale del linguaggio quale nucleo generativo dell’idea di appartenenza. L’analisi comparativa di un ampio e diacronicamente vario corpus di testi indica che i processi cognitivi coinvolti nella rappresentazione dell’identità operano con maggiore evidenza dove si costruisce il confronto con l’alterità e specialmente là dove l’umano incontra il non-umano. Tale contrasto si genera tanto nella narrazione dell’anabasi quanto in quella della catabasi. Nell’ascesa, però, non c’è scontro e non c’è alterità; c’è solo il logos divino che tutto trascende e tutto permea, singolare, unificante. Al contrario, la discesa agli inferi porta con immediata evidenza al confronto con ‘chi ha perso il ben dell’intelletto’ ovvero con chi non è più parte della comunità che intende e si esprime attraverso la parola divina. Questa alterità è spesso plurima e, nell’invenzione diegetica, sempre multilingue. Lo studio indica che, frequentemente, attraverso l’esasperazione del multilinguismo l’alterità stessa è annullata nella non-identità di chi ha perso ogni senso di appartenenza e non ha né nome, né una lingua. Si evidenzia come proprio in queste costruzioni letterarie del non umano ricorra con marcata omogeneità di temi e scelte lessicali il multilinguismo che è evidentemente percepito come principio dissolutore d’identità.
      79  96
  • Publication
    The effects of a study-abroad experience on pre-service foreign language teachers’ teaching philosophies
    [Studijų užsienyje įtaka ikimokyklinio ugdymo užsienio kalbų mokytojų ugdymo filosofijai]
    research article
    Takkaç Tulgar, Ayşegül
    Darnioji daugiakalbystė, 2018, nr. 12, p. 62-87
    With the globalization of the world and the ease to travel to different parts of the globe, the popularity of exchange programs for students has increased. Many students around the world apply such programs in order to have international learning experiences in which they can, besides educational purposes, meet new social and cultural values while introducing their native cultures. As study-abroad experiences have attracted attention regarding their various effects on the participants, research focusing on students participating in such programs may provide useful insight on their contributions to pre-service teachers’ teaching philosophies. Therefore, this study is intended to investigate the effects of a study-abroad experience on the way three pre-service teachers perceived the teaching profession and whether it modified their teaching philosophy. The data were collected through reflection reports and semi-structured interviews with three Turkish pre-service teachers who spent a semester in Hungary on a study-abroad experience. Content analysis was adopted for data analysis. The results revealed that the participants developed in terms of their linguistic, personal, social, cultural and educational understanding, which in turn contributed to their perceptions and conceptions of the teaching profession and caused them to adjust their teaching philosophies. In the light of these results, some suggestions are provided.
      19  27
  • Publication
    Linking virtual and physical mobility: a success story of a multilingual and multicultural exchange
    [Virtualaus ir fizinio mobilumo susijungimas: daugiakalbių ir daugiakultūrinių mainų sėkmės istorija]
    research article
    Griggio, Lisa
    Darnioji daugiakalbystė, 2018, nr. 12, p. 88-112
    The article presents a scientific analysis of a practical application of multilingual and multicultural education at higher education, more specifically, the description of the eTandem project developed and launched by the Language Center of the University of Padua, which won the European Language Label (ELL) in December 2016. The project was selected and nominated since it provides a methodological approach and study strategies which favour multilingualism, mobility for young people and inclusiveness. The project is based on an online exchange between Italian students enrolled at the University of Padua and international students who will be coming to the University. It differs from many other telecollaboration projects in that it involves different languages, levels of language competence as well as various ways of interaction. Indeed, it implies three different ways of communication among participants: (1) one-to-one partnership in the students’ target language; (2) many-to-many interaction in Italian and/or English/French/Spanish as linguae francae on a Moodle platform and/or in a social Facebook area; (3) one-to-many multilingual interaction carried out by e-tutors in Facebook. They provide students with useful links regarding cultural events and things to do in Padua and its surroundings, as well as recent news and interesting linguistic and cultural issues related to different countries. Mobility, informality, autonomy, reciprocity, friendship, fun and multilingual community are the key words of this initiative whose objectives are aimed at developing linguistic, cultural, personal, social and digital skills in different languages, even in the less used and less taught ones.
      24  13
  • Publication
    Plurilingual primary school students and their language use
    [Daugiakalbiai pradinės mokyklos mokiniai ir jų kalbos vartojimas]
    research article
    Lujić, Rea
    ;
    Hanžić Deda, Silvija
    Darnioji daugiakalbystė, 2018, nr. 12, p. 114-129
    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.
      15  23