Darnioji daugiakalbystė / Sustainable Multilingualism 2019, nr. 14

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: https://hdl.handle.net/20.500.12259/98856

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‘Your language is forbidden’: language negation as political oppression in Pinter’s Mountain Language
[„Tavo kalba yra uždrausta“: Kalbos neigimas kaip politinės priespaudos priemonė Pinterio „Kalnų kalboje“]
research article
Goodspeed, Andrew
Darnioji daugiakalbystė, 2019, nr. 14, p. 16-31
This paper examines Harold Pinter’s late play “Mountain Language” as a depiction of political oppression specifically rooted in linguistic oppression. The play presents a “mountain people” who have been forbidden to use their “mountain language” by a coercive state authority. The play contrasts the brutality of the officers and guards with the humanity (represented through two still-life ‘tableau’ scenes) of the victims, the “mountain people.” The paper notes, however, that there is an unsettling linguistic twist to the play, in that the “mountain language” and the “language of the capital” are both English in performance. The paper suggests that this is partly motivated by Pinter’s expressed desire to make the play disturbingly recognizable to western audiences, thus removing the spectator’s or reader’s ability to judge such oppressions as being exotic, irrelevant, or encountered only in distant unstable countries. The paper argues that Pinter’s focus upon linguistic prohibition, linguistic discrimination, and linguistic denigration is rendered unexpectedly universal through the reliance of the text upon English as the medium for both the prohibited language and the language of authority.
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Education policy and Creole education in Guadeloupe: ambiguity for educators in educational materials and concern over a French-Creole interlect in the classroom
[Švietimo politika ir ugdymas kreolų kalba Gvadelupėje]
research article
Smith, Taylor RaeAnne
Darnioji daugiakalbystė, 2019, nr. 14, p. 32-49
Regional languages in France have historically struggled to find their place in the national linguistic landscape, and French-based Creoles, like those of Guadeloupe and Martinique, are no exception. Despite laws and initiatives like the creation of the Creole CAPES (2002) and the propagation of research like Poth (1997) and Cummins (2009) on the benefits of bilingualism, Creole-language education in French overseas departments, like Guadeloupe, is still stigmatized for a lack of standardization by academic policymakers, despite its attested success in the classroom as a tool for improving students’ metalinguistic capacities in French. Using a corpus of official Creole-language educational guides, pedagogical guides and one elementary textbook featuring exercises focusing on correction of regional French phrases, along with observations of two elementary Creole-language classes in Guadeloupe, this paper aims to analyze and demonstrate that educators often receive mixed messages on how to teach Creole in bilingual classrooms, and that the language is often perceived as a threat by French academic policymakers to the French abilities of students in Guadeloupe—yet that in practice, elementary students are more likely to struggle with Creole than French.
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The diversity of immigrant identity and the aspects of the design thereof
[Imigrantų tapatybės įvairialypiškumas ir konstravimo aspektai]
research article
Küün, Elvira
Darnioji daugiakalbystė, 2019, nr. 14, p. 50-81
The article provides an overview of the design of identities, predominantly based on the level of the individual. The purpose of this article was to identify the ethnic identity of informants, using the aspect of language choices as an instrument of linguistic identity, as well as to look at the causes of linguistic identity choices, the functions of ethnic identity from the point of view of the informant and the reasons for changing the identity over time or for consciously changing or maintaining it. It is well known that in today's world of ever-weakening national borders, multiculturalism and multilingualism are a common phenomenon. There have been no arguments for a long time over whether one has to learn several languages, or any doubts whether we should be even a little bit familiar with the culture of people from other nationalities living next to us. At the same time, multiculturalism brings along challenges and sometimes also tensions (Muldma, 2009). Self-determination, or identity, can mean all aspects of oneself, such as appearance, personality, abilities, gender, and ethnic groups. In the case of ethnic identity, it has been observed along with growing, the perceptions of children change over time. Awareness of one's nationality develops with awareness of others (Smith et al., 2008, p. 195). People's attitudes and values are largely developed in childhood, and we need time to get adjusted to everything new, all changes need internal management of the person – and some major changes need the intervention of the society. The method used to conduct the research was written interviews.
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A plurilingual approach to ELT in primary school: towards an ecological perspective
[Daugiakalbis anglų kalbos mokymo metodas pradinėje mokykloje: ekologinė perspektyva]
research article
Chabert, Alicia
Darnioji daugiakalbystė, 2019, nr. 14, p. 84-106
This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.
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Negative transfer in Lithuanian students’ writing in English
[Neigiamas perkėlimas lietuvių studentams rašant angliškai]
research article
Daukšaitė-Kolpakovienė, Aurelija
Darnioji daugiakalbystė : periodinis mokslo žurnalas = Sustainable multilingualism : biannual scientific journal. Kaunas : Vytautas Magnus university, 2019, T. 14, p. 107-122
This research intends to find out whether Lithuanians studying English as a foreign language make certain mistakes because of the influence of their native language. It focuses on negative transfer in writing in English and is qualitative rather than quantitative. The article discusses the errors and illustrates them with examples that come from a corpus for which the data was obtained from 34 Moodle forum posts written by English B2 students, native speakers of Lithuanian who were in year one or year two of their studies in various study programmes but also studied English at Vytautas Magnus University as an obligatory subject. The students participated in this forum in October 2018 and reflected on the week of presentations they had recently had: they were asked to write what they liked or did not like in the presentations their colleagues had given in class, what went well and what did not, what they should improve in the future, etc. This study identified the types of errors (based on Camilleri, 2004) that occurred most frequently and their source (based on Camilleri, 2004; Brogan & Son, 2015). Most frequently the students made errors in the cases where there was a specific grammatical category in English, but it was non-existent in Lithuanian, while sometimes the source of errors was literal translation from the native language. The error analysis shows that in the English classroom specific attention should be given to the verb forms “is” and “are”, “was” and “were”, “has” and “have”, articles, collocations, tense agreement, quantifiers, the sentence structure of the English language and the importance of word meanings.
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