Search results for "LINGUA"
showing 10 items of 3123 documents
Stop the Deficit: Preparing Pre-service Teachers to Work with Bilingual Students in the United States
2018
This chapter explores the education of bilingual students from an American teacher education perspective. Bilingual students in the United States are often diminished to their student status of “English Language Learner” (ELL). Not only does this ELL designation assume a onesize-fits-all approach to education for and understanding of bilingual children, but the label itself implores a deficit perspective which neither captures nor values bilingual children in the United States. Driven by the goal to model and introduce assets-based pedagogies to our pre-service English as Second Language (ESL) teachers, the main question guiding our work was, as teacher educators, how can we challenge pre-s…
CLIL: A European Approach to Bilingual Education
2016
Content and language integrated learning (CLIL) is a term used especially in Europe for forms of bilingual education where an additional language, in most cases English, is used as the language of instruction in non‐language school subjects. This chapter outlines the development of CLIL, embedded both in European level policies and in growing awareness of the new orientations to language learning introduced, for example, in language immersion research. Because of its potential to serve as a context for meaningful language use and situated language learning, CLIL has been regarded by EU institutions as an important instrument to foster European citizens’ bi‐ and multilingualism, to be offere…
Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices
2020
This book article was originally published as a special issue of International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2016.1184615 Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers’ agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish-Swedish and Russian-Finnish contexts), and Israel (an Arabic-Hebrew context) and interviewed the teachers about their use of languages in the classroom. We fou…
Polish Adolescents’ Perceptions of English and Their Desire to Learn It
2016
In the process of foreign language learning the way in which students perceive the language may have a strong facilitative impact on their language acquisition process, especially when this perception is positive (Despagne, 2010). Unfortunately, it has not yet been clearly established whether the relationship between perceptions and foreign language achievement can be explained by the moderating power of the student’s desire to learn the foreign language. For the purpose of this paper it is hypothesized that the learner’s perception of the foreign language is strongly related to the desire to learn it, leading to higher achievement in cases of positive perception. In order to corroborate th…
‘What’s the Moment Thingy?’– On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction
2017
Situated in the European CLIL context where mainstream schools may opt for teaching content subjects through the medium of a foreign or second language, this paper explores secondary school physics classrooms, taught through English in Finland. The focus is on the role of classroom interaction in the emergence of subject-specific knowledge during six consecutive lessons, with particular attention to how one key concept in physics, ‘moment’, is handled. This micro-longitudinal approach shows that while the students are struggling between the everyday and the academic meanings of the word ‘moment’ throughout, there are also clear signs of progression. These signs show, for example, in student…
Le Dictionnaire de l’Académie française source des dictionnaires bilingues franco-italiens de 1871 à nos jours
2017
L'articolo si propone di sondare l'influenza del Dictionnaire de l'Académie française sulla lessicografia bilingue franco-italiana in un arco cronologico compreso tra il 1871 e il 2000. In particolare, si passano in rassegna le prefazioni dei principali dizionari bilingui pubblicati nel periodo considerato, al fine di valutare se il Dictionnaire de l'Académie venga citato tra le fonti e qual uso il lessicografo intenda farne. The article aims to explore the influence of the Dictionnaire de l'Académie française on French-Italian bilingual lexicography in a chronological arc between 1871 and 2000. In particular, the prefaces of the main bilingual dictionaries published in the period considere…
Early numeracy in low‐performing young children
2009
The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and counting skills than those with a multi‐language background and those with special educational needs. Some differences were found in counting skills between the children with multi‐language background and those with special educational needs. Finally, …
Orlando Furioso dalla specola del costrutto causativo
2017
Analisi e riflessioni sulle ricorrenze del costrutto causativo nell'Orlando Furioso che si rivela tratto saliente della lingua e dell'espressione dell'opera. Il poema di Ariosto pullula naturalmente di attori che, osservati dalla specola del costrutto causativo, si qualificano appunto come né sovrumani né subumani. Attori siffatti ne sono i protagonisti. Le loro vicissitudini costituiscono il tema dell’opera e ne sostanziano la trama. Che il costrutto causativo sia tanto frequente nel Furioso non è dunque un accidente e il dato è a questo punto comprensibile, perché integrato in un sistema. Il costrutto causativo è nel cuore del processo narrativo, ne è un motore.