Search results for "conte"
showing 10 items of 10369 documents
À la recherche du lexique de la gestion hôtelière : de la magdalena de Proust a la WebQuest
2020
This paper describes the creation and design of a series of activities aimed at learning the hotel management lexicon in French within a professional context. The tool used to frame these activities is the WebQuest, based on the principles of socioconstructivism and focused on promoting learning by discovery, among other aims. Accordingly, the action research methodology and after the Webquest implementation with a group of university students taking the French for Specific Purposes subject in a professional context, the study results are presented. Finally, the following conclusions derived from the results obtained allow: (1) to verify the adequacy and effectiveness of the tool created, …
Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Develo…
2019
This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers' (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their own funds of identity, expanded their own teacher identity, and finally designed curricular proposals that incorporated their funds of identity as valuable pedagogical resources. The second part of the research took place during the two-month practicu…
Exploring translanguaging in CLIL
2016
After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations can influence language choices. We suggest that the L1 should be appreciated as a potentially valuable tool in bilingual learning situations and that there is a need for increased awareness-raising around this question. peerReviewed
The language game of lost meaning: Using literal meaning as a metalinguistic resource
2019
AbstractBy literal meaning (LM) we usually refer to a theoretical notion which is at the center of a big debate involving philosophers and linguists with various orientations. At the same time, LM is rooted in a linguistic intuition of the speaker, which we could formulate as follows: words taken in isolation have a meaning. Adopting this general take on LM, we are using a notion of LM that seems incompatible with any research program of a contextualist type; I will show, instead, that in a radically contextualist (and Wittgensteinian) perspective, this notion of LM can have legitimate circulation in particular types of language games. I will propose a recovery of the notion of LM saving th…
Raising awareness of multilingualism as lived – in the context of teaching English as a foreign language
2020
Tässä artikkelissa esitellään mahdollisuuksia herätellä kielen oppijoiden kieli- ja kulttuuritietoisuutta. Esitellyt mahdollisuudet pohjautuvat 24 empiirisen tutkimuksen kriittiseen arviointiin. Tutkimuksissa käytettiin kuvataiteisiin pohjautuvia visuaalisia menetelmiä. Tällaisten menetelmien avulla on mahdollista pohtia aikaisempia kokemuksia tai kuvitella tulevaisuutta ja näin reflektoida erilaisia monikielisyyden kokemuksia. Näitä voivat olla identiteetin rakentumiseen liittyvät kysymykset, käsitykset eri kielten käytöstä tai tulevaisuuden unelmat. Arviointimme perusteella esitämme, että niitä tehtäviä, joita käytettiin tutkimuksissa, voidaan soveltaa eri tavoin erilaisille vieraan kiele…
Homescape
2020
Abstract This article presents the redefined concept of the homescape as space where transnational, newly arrived, and settled families can provide agency for their identity framing through multisensory discourse resources. The study investigated the experiential, non-interactional multisensory discourse resources in the homescape. The homescape extends from the Linguistic Landscape and houses temporal and spatial components, which occur over time. The yearlong ethnographic case study of three Nepalese families (two transmigrant Ghurkha families and one immigrant family) included 150 hours of observational data triangulated with qualitative interviews. The study posed two questions: How do …
Provoke or encourage improvements? On semantic prosody in English-to-Polish translation
2021
Originally defined as an aura of meaning associated with words used together in a particular context, semantic prosody is a complex linguistic concept, and there is no agreement among researchers as to its precise definition and level of operationalization (word, phrase, text or discourse). Although there have been some studies on semantic prosody in translation, their findings are rather inconclusive and limited to individual words and phrases. Also, there has been no research on semantic prosody conducted so far in Polish-English translation. Intending to fill in this gap, this paper, grounded in corpus linguistics, showcases the role of semantic prosody in a selected English-to-Polish tr…
‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept
2019
This article sets out to broaden the understanding of foreign language self-concept in CLIL context. The few existing studies on self-concept in CLIL have been quantitative and provided somewhat discrepant results, highlighting the need for approaching the topic qualitatively. The data of the present study are in-depth interviews with 24 former Finnish CLIL pupils who retrospectively reflected on their CLIL experiences. The participants had received English-medium CLIL for nine years during their comprehensive school in the 1990s. The data were analyzed qualitatively using thematic analysis. The participants generally felt that CLIL had had a significant role in contributing to their very p…
Teacher agency within the Finnish CLIL context : tensions and resources
2017
Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers’ work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attenti…
Providing assessment feedback to pre-service teachers : a study of examiners’ comments
2020
This article reports a study of written feedback comments in the context of teacher education. While feedback is believed to have the potential to improve students’ learning, the provision will res...