Os desafios contemporâneos exigem uma educação que proporcione instrumentos para o exercício da cidadania ativa nas várias esferas de atuação dos indivíduos. Reconhecendo-se as novas práticas de ...literacia e visando incluir as pessoas surdas no mundo plural e multimodal, desenvolvemos um estudo sobre os efeitos de um Programa de Intercompreensão em Línguas (PIL) no incremento das multiliteracias deste público, com vista à sua emancipação e exercício de cidadania. O estudo se insere numa perspetiva de educação para todos, assente na valorização e diálogo com a diversidade, no espírito crítico e na mobilização dos saberes e experiências pessoais. O PIL interseta trabalhos sobre a aplicação pedagógica da intercompreensão, perspetivas das literacias plurilíngues dos surdos e quadros teóricos e heurísticos desenvolvidos por projetos europeus sobre intercompreensão. Neste artigo, descrevemos o processo de concepção do PIL, o referencial teórico que o embasa, seu processo de validação e estrutura.
This special issue includes texts by some of the most currently prominent scholars in the fields of plurilingualism and translanguaging. Coming from diverse geographical and cultural contexts, the ...authors were invited to share their perspectives on the evolution of plurilingualism, translanguaging and their relation to language teaching and learning. The articles in this special issue illustrate the varied and exciting possibilities that can be afforded by these approaches that aim to locate speakers' fluent, hybrid, multimodal and creative communicative practices at the centre of research and practice. The texts also underscore key commonalities and divergences which demonstrate that these frameworks are best analysed, compared or applied after first acknowledging that they emerge from different research traditions and socio-political backgrounds. Perhaps most importantly, the articles demonstrate that as long as socioeducational inequalities persist there is need for reflection, expansion and complementary actions, especially since both approaches share an interest in social and educational transformation of current models of bi/multilingual education around the globe.
Dans la présente contribution, nous engageons un débat sur les imaginaires linguistiques dans les littératures francophones. Elle se propose d’analyser les phénomènes linguistiques et ...sociolinguistiques qui se traduisent à travers la langue d’écriture dans les textes de Gisèle Pineau, Maryse Condé, Malika Mokeddem et Fawzi Zouari. Ces phénomènes qui apparaissent dans la langue et les langages des personnages permettent d’exprimer la diglossie et le plurilinguisme dans les œuvres. La pluralité des langues et des niveaux de langues fait appel à plusieurs aspects dans l’analyse des textes car, au-delà de la présence des langues arabe et créole dans les romans à travers divers mécanismes mis en pratique, il nous semble que c’est l’environnement (le contexte idéologique, culturel, social, etc.) qui guide toute production littéraire. La pratique de la langue des écrivaines maghrébines et caribéennes pose une question particulière sur l’identité francophone. En écrivant dans une langue étrangère, ils incorporent des codes traditionnel, culturel et linguistique pour affirmer leur identité à travers une hybridité linguistique.
In the present contribution, we engage in a debate on linguistic imaginaries in Francophone literature. It proposes to analyse the linguistic and sociolinguistic phenomena that are translated through the language of writing in the texts of Gisèle Pineau, Maryse Condé, Malika Mokeddem and Fawzi Zouari. These phenomena that appear in the language and languages of the characters allow the expression of diglossia and plurilingualism in the texts. The plurality of languages and language levels calls for several aspects in the analysis of the texts because, beyond the presence of Arabic and Creole in the novels through various mechanisms put into practice, it seems to us that it is the environment (the ideological, cultural, social, political context, etc.) that guides any literary production. The language practice of Maghrebi and Caribbean women writers raises a particular question about Francophone identity. By writing in a foreign language, they incorporate traditional, cultural and linguistic codes to assert their identity through linguistic hybridity.
For the second generations of teenagers from French speaking African immigrant families, daily intra-family interaction processes play an important role in their linguistic-cultural identity. Indeed, ...communication in the native language ― just like the code-switching between two or more languages (Arabic, Italian, French) and / or the shift towards dominant Italian ― has an impact on their repertoires, skills, perceptions. The intergenerational transmission of native languages and cultures actually depends on the organization of communication systems between parents and children. Moving away from a description of the acculturation processes identified, this contribution aims to analyze family sociolinguistic dynamics concerning interaction and transmission in and of languages spoken at home. This paper shows the results of the analysis of questionnaires and interviews obtained from five secondary schools in the Marche region. The study is based on a sample of 27 high school students (between 13 and 20) born in Italy from African parents.
This paper attempts to tackle a number of connected philosophical questions regarding the role of language in the debate surrounding sustainability. One of the most obvious effects of globalisation ...and our current ecological crisis is the disappearance of languages and the impoverishment of our linguistic resources. The paper initially contrasts the experience and nature of biological and linguistic extinction in order to better understand the effects of language death on sustainability. The paper then moves to examining the disempowering effects of predominant discourses and truncated repertoires in what is largely monolingual behaviour, with particular reference to current crises and attempts to alleviate them. Language teaching and practices are considered with a focus on the opposition of neoliberal globalising tendencies and policy on the one hand, and the actuality of the complexities of localised understanding on the other. It is suggested that sustainable policy and practice require sustainable linguistic means and uses, and will be informed by deeper, more detailed debate, rather than searching for sweeping solutions. The paper proposes a renewed approach to language policies regarding learning, teaching, testing and governance that are non-exploitative but, at the same time, respect the requirements of meritocratic values. The importance of receptive skills in (inter-)cultural interactions and the role of languages in the appreciation of truth values is also underlined.
Knowing the dynamics of intra-family interaction through which processes of intergenerational linguistic transmission take place is fundamental in the study of the sociolinguistic and ...linguistic-cultural practices within families in a permanent migratory context (Lannutti, 2010). Whatever the communication method adopted - in Italian, in language of origin, alternating codes - the language used in everyday communication between parents and children is destined to be constantly asymmetrical: different biographical and acculturation paths generate differences in linguistic repertoires, skills and uses. Through a qualitative survey (questionnaires and interviews) conducted on a sample of 27 adolescents (between 13 and 20) born in Italy from African parents, the main dynamics of interaction and linguistic and cultural transmission will be analysed.
Europa und seine Sprachen Christine Fourcaud
Ricognizioni,
07/2024, Letnik:
11, Številka:
21
Journal Article
Recenzirano
Odprti dostop
Europe and its Languages: The Fluctuating Ambiguity. Humanity has never given up the quest for the perfect language. From the lingua franca to the construction of a perfectly rational multilingual ...algorithmic code that would deliver us from what we believe to be the curse of Babel; automatic language processing has revived the dream of a standardized multilingual communication tool, fully motivated, transparent, angelic, without loss or redundancy. But the more analytically coherent and semantically bi-univocal a language is, the less able it is to signify the world and ideas. Indeed, speaking is not just about communicating, it is also about putting thought into dialogue with itself, so that it can exist with others in the polis. By delegating the encounter between people to artificial intelligence, has mankind been foolish enough to try to resolve the “faltering equivocality of the world”? Let us explore how European thought, since Antiquity, has envisaged the essence of language; perhaps we can catch a glimpse of Europe’s Being?
The importance of language in life every day is very influential in continuity life, apart from that in learning at school use of Indonesian and English play a role in daily them. See state moment ...this the importance of language for the very influential child to his life. With objective study for know influence of plurilingualism on performance, an academic student in English learning at school with the methodology used that is through approach quantitative correlation by taking sample study student fifth and sixth-grade school Ibtidaiyah Elementary and Madrasah ages 10 to 12 years consisting of from four class as many as 60 students with data collection techniques through questionnaires and interviews. Based on the results of research and calculations that earned level significance (1-tailed) 0.095 > 0.05, one could conclude that study this on the influence of pluralism on the performance of academic students in English learning at school with level connection or positive influence.
The aim of this article is to analyse teachers’ beliefs on integrating multilingual linguistic landscapes into the plurilingual language classroom. In an empirical study, a focus group interview was ...conducted with teachers of Spanish, French and Latin who have worked with linguistic landscapes in the realm of a language project day. Since teachers have generally positive beliefs towards plurilingualism, it remains underexplored what beliefs underlie their perspectives, namely heteroglossic and/or monoglossic perspectives. Using discourse and content analysis, beliefs can be placed on a continuum from a heteroglossic perspective (on plurilingual groups, interdisciplinarity and connecting languages) to a monoglossic perspective (on the special status of certain languages). Within this continuum, there are tensions in terms of ideologies, school structures, and teachers’ critical awareness that have the potential to lead to the co-construction of knowledge and learner-centred pedagogies.
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