Search results for "Language education"

Investigations in Teaching and Learning Languages : Studies in Honour of Hanna Komorowska

2013

Lexical cohesion revisited. A combined corpus and systemic-functional analysis

2018

In this chapter I argue for a refinement of the classic SFL approach to lexical cohesion. First, a literature overview is provided in which key principles and related categories are examined. In addition, the connection of cohesion and discourse co-herence is addressed and an overview is provided of the wide range of applications that the former has in such fields as genre studies, language teaching and learning, psycholinguistics and computational linguistics, among others. The core SFL models of cohesion are then revisited in order to propose a modified taxonomy of lexical co-hesion, involving five distinct types (repetition, synonymy, opposition, inclusion and association) that are cross…

CLIL classroom discourse

2013

Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. T…

Finnish teachers as policy agents in a changing society

2018

As policy agents, teachers are involved in representing and reproducing language education policies in their talk, practices and classroom interaction. Contemporary Finland and its education system...

Teaching linguistic politeness: a methodological proposal

2003

The aim of this article is to explore theoretical and methodological aspects of the teaching of pragmatics in a second language. Taking as point of departure the pragmatic continuum, which includes pragmalinguistics and sociopragmatics, we focus on the promotion of sociopragmatic knowledge in classroom contexts. More specifically, it is argued that a revised contextual and interactional view of Brown and Levinson¿s (1987) model of linguistic politeness, related to such notions as genre and politeness systems, offers suitable tools of pragmatic description for use in teaching and learning second languages. We start with a brief overview of linguistic politeness from a socio-cognitive framewo…

Translation and didactics in the language classroom: the preparation and dissemination of a dual-language critical edition of José Luis Alonso de San…

2015

We have clearly come a long way from the time when translation’s principal role in the classroom was as a tool for language acquisition. This has been a positive development in many respects but, as we hope to demonstrate, the insights gleaned from this specific case-study – viewed through the prism of a Foucauldian approach to the archaeology of the disciplines – illustrate the need for a more general reassessment of the educational and scholarly potential of the dual-language text, a once-popular and well-respected literary and pedagogical resource which was the collateral victim of the disciplinary warfare by which translation and language education were able to establish themselves as a…

Constructing practical knowledge of teaching: eleven newly qualified language teachers' discursive agency

2011

This paper explores the professional development of 11 newly qualified foreign language teachers. It draws on a qualitative longitudinal study conducted at the University of Jyvaskyla, Finland between 2002 and 2009. The paper concentrates on the personal side of teacher development by analysing participants' discourses concerning language teaching. The study shows important differences in teachers' ways of conceptualising their environment and constructing practical knowledge on teaching. Teachers' sense of agency is identified as a major factor contributing to their professional development.

Learning english to speak to the world: reflections around the teaching of english as a global lingua franca

2020

Aquest article explora les implicacions de la dimensió global de l’anglès com a llengua franca mundial a l’hora d’ensenyar aquesta llengua en el nostre entorn educatiu. S’hi argumenta la neces-sitat de transcendir el paradigma del parlant nadiu com a model d’aprenentatge i ensenyament per a caminar cap a un model basat en l’usuari competent de la llengua, i s’aprofundeix en la figura del professor ideal des d’aquest punt de vista, així com els reptes que comporta a l’hora d’avaluar la competència lingüística i d’introduir-hi també la competència intercultural. This paper explores the implications of the global dimension of English as a world lingua franca in teaching the language in our edu…

La relación entre conocimientos gramaticales y el aprendizaje de prácticas discursivas. El adjetivo como ejemplo

2017

Una gramática pedagógica ha de recoger los conocimientos gramaticales relevantes para la educación lingüística y ha de mostrar cómo estos conocimientos permiten reflexionar sobre la lengua y utilizarla de forma más consciente en sus distintos usos sociales. En parte, estos conocimientos hacen referencia a las nociones de la tradición gramatical, pero consideradas desde una perspectiva funcional, es decir, en relación con el papel que tienen en el discurso. Por ello, no se trata solo de saber cómo es una forma lingüística, sino también para qué sirve y cómo se utiliza adecuadamente en distintas actividades discursivas. Esta reflexión ha de vincularse, además, a actividades de aprendizaje que…

LANGUAGE POLICY AND PLANNING

2000

The field of language policy and planning is clearly a sub-field within applied linguistics. It generally does not draw heavily on formal linguistics, except for aspects of corpus and status planning. However, it does draw extensively from a range of disciplines in order to plan, implement, and evaluate language policies that respond to the needs of stake holders of various types. Despite continuous development of the field, aspects of language policy and planning need to be developed further. One of the key areas where policy can be enhanced considerably is in the area of policy and planning evaluation. This direction of inquiry is also relevant to a number of other areas within applied li…