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1
Lewis, Peggy. "Language Experience Approach for ESL Students." Adult Learning 1, no. 5 (February 1990): 27–29. http://dx.doi.org/10.1177/104515959000100511.
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Peterson, Susan K., Jack Scott, and Karen Sroka. "Using the Language Experience Approach with Precision." TEACHING Exceptional Children 22, no. 3 (March 1990): 28–31. http://dx.doi.org/10.1177/004005999002200306.
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Uswati, Tati Sri, and Itaristanti Itaristanti. "PENERAPAN LANGUAGE EXPERIENCE APPROACH DALAM PEMBELAJARAN KETERAMPILAN BERBICARA." Indonesian Language Education and Literature 2, no. 2 (July 5, 2017): 180. http://dx.doi.org/10.24235/ileal.v2i2.1377.
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McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (October 1994): 24–27. http://dx.doi.org/10.1017/s0310582200005290.
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Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities may include creating a negotiated text, modelled writing, co-operative cloze and formulating a personal response to the experience. A thematic approach seeks to provide sufficient repetition of language structures and vocabulary for children to increase their fluency as readers and to generally expand their skills as language users.
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Koivistoinen, Hilkka, Leena Kuure, and Elina Tapio. "Appropriating a new language learning approach." Apples - Journal of Applied Language Studies 10, no. 2 (September 6, 2016): 105–17. http://dx.doi.org/10.17011/apples/urn.201612145091.
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The study focused on university students of English and their teachers appropriating an ecological perspective into language learning and teaching during a university course. The course involved designing and putting into practice an online language project for school children in Finland and Spain. The task was expected to pose challenges as the university students had no experience of the pedagogic approach applied. Two video-recorded wrap-up discussions and the students’ final reports were selected from the data resource for closer analysis. The qualitative analysis showed how the new/ecological approach was resemiotised through multimodal (inter)actions between the participants. Experiences of complexity were collaboratively negotiated through the metaphor of ‘chaos’, first as problematic, then normalised and even a desired part of language teaching. The study bears implications for language teacher education shedding light on changing understandings for pedagogical thinking.
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Vyushkina, Elena Grigorievna. "CLIL Approach to Legal English Courses: Analysis of Practice and Experience." Sustainable Multilingualism 10, no. 1 (May 1, 2017): 136–49. http://dx.doi.org/10.1515/sm-2017-0007.
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Summary The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.
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Połowniak-Wawrzonek, Dorota. "Metaphor in Cognitive Approach." Respectus Philologicus 26, no. 31 (October 25, 2014): 166–76. http://dx.doi.org/10.15388/respectus.2014.26.31.13.
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The article presents issues relevant to the cognitive theory of metaphor developed by G. Lakoff and M. Johnson. The researchers suggest that metaphors are common. They are rooted in the experience, important in the perception of the world, thinking, acting, as revealed in the language. The metaphor of language is a reflection of a conceptual metaphor. Lakoff and Johnson point out that the metaphor of language occurs in the texts of various types, from the colloquial language to the specialist language. A metaphor carries out two important functions: explaining and facilitating understanding. It enables a partial understanding of some kind of experience in terms of another type of beings and experiences. Some issues such as the concept of love, metaphysical issues, become possible to understand only through metaphor. Thus, the thesis, which treats about necessity of metaphor, is significant. In the process of metaphorical cognition, there is a projection, which takes the source domain to the target domain. A thesis about invariant is important here. Metaphorical mapping is partial. At the root metaphor is structural similarity between domains or their correlations in our experience. Conceptual metaphors can create complex structural relationships. In the case of metaphor the thesis of one-way metaphorical mappings is as important as the thesis about her creative potential. Prominent semantics of conceptual metaphor cannot give full meaning in the literal paraphrase. Among the conceptual metaphors structural metaphors, orientation and ontological metaphors are characterized.
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López, Belem G., Esteffania Lezama, and Dagoberto Heredia. "Language Brokering Experience Affects Feelings Toward Bilingualism, Language Knowledge, Use, and Practices: A Qualitative Approach." Hispanic Journal of Behavioral Sciences 41, no. 4 (October 14, 2019): 481–503. http://dx.doi.org/10.1177/0739986319879641.
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Language brokering refers to the global practice whereby children in immigrant communities are called upon by family members to serve as linguistic and cultural intermediaries by translating and interpreting. Past research has examined the effects of brokering on parent-child relationships, mental health, and substance abuse and feelings toward brokering. A lesser-studied area is brokering effects on bilingualism, language maintenance, and cognition. This study examined how brokers perceive their own feelings toward their brokering, bilingualism, language, and problem-solving abilities through a series of semistructured interviews with Latinx college students. Language brokers reported both positive and negative experiences in addition to viewing language brokering as important for maintaining their first language and bilingualism. Language brokers also identified ways in which brokering experience enhanced their problem-solving abilities. These findings extend prior research by suggesting that brokering is an experience, which operates across cultural and linguistic domains. Implications for research and practice are discussed.
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Rose, David. "A Systemic Functional Approach to Language Evolution." Cambridge Archaeological Journal 16, no. 1 (January 26, 2006): 73–96. http://dx.doi.org/10.1017/s0959774306000059.
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An approach to interpreting possible steps in language evolution is offered here from systemic functional linguistic (SFL) theory. SFL models language at three levels from sounds to wordings to complex patterns of social discourse. Typological studies in this framework have shown striking commonalities at each level across languages, that are not yet adequately accounted for by existing models of language phylogenesis. Four conditions are suggested for developing explanatory models that may account for these linguistic phenomena. These include (a) a mechanism for reproducing complex cultural behaviours intergenerationally over extended time, (b) a sequence by which articulated wordings could evolve from non-linguistic primate communication, (c) extension of the functions of wording from enacting interpersonal interactions to representing speakers' experience, and (d) the emergence of complex patterns of discourse for delicately negotiating social relations, and for construing experience in genres such as narrative. These conditions are explored, and some possible steps in language evolution are suggested, that may be correlated with both linguistic research and archaeological models of cultural phases in human evolution. The aims of the article are to offer some useful tools to the field of language evolution, at the same time as indicating potential interpretations of existing work, using insights from SFL research.
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Shepherd, Terry R., and Beth Arthur. "Experience Language: an Autistic Case Example." Academic Therapy 21, no. 5 (May 1986): 605–13. http://dx.doi.org/10.1177/105345128602100516.
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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.
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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.
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Bock, Marjorie A. "A Modified Language-Experience Approach for Children with Autism." Focus on Autistic Behavior 6, no. 5 (December 1991): 1–15. http://dx.doi.org/10.1177/108835769100600501.
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Cusen, Gabriela. "In Between Languages Narrative Research into Learners’ Language “Space”." Acta Universitatis Sapientiae, Philologica 11, no. 2 (December 1, 2019): 119–31. http://dx.doi.org/10.2478/ausp-2019-0016.
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AbstractNarrative has been one of the major concerns in social science research ever since the mid-twentieth century, and the area of second language acquisition (SLA) is no exception. Researchers have turned to the investigation of learner-produced narratives to extend the understanding of many key concepts in SLA theory. This type of research approach takes language learning beyond the acquisition/assimilation of linguistic structures and is meant to focus on learners as social selves actively involved in the construction of a linguistic identity. In this paper, I investigate how learners of English as a foreign language, whose first languages are Arabic, Chinese, French, Hindi, Hungarian, Kurdish, Parsi (Farsi), Romanian, Russian, and Spanish, narrate their own experiences of learning this language. This investigation is based on a dataset of language learning experience written accounts with reference to learner life events. In the analysis, I apply two analytical frameworks for the examination of the data: a) grounded theory procedures (Corbin and Strauss 2007), which are often employed with narrative data, and b) a “positioning approach to narratives” (Bamberg 1997) in order to detect the learners’ positioning strategies in the hope of revealing their linguistic identity claims in relation to who they are and how they make sense of their language learning experience. Results show how the learners position themselves in relation to “the other” (teachers, family, fellow learners, and the researcher), to themselves as learners, and to the language they learn.
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Byers-Heinlein, Krista, Esther Schott, Ana Maria Gonzalez-Barrero, Melanie Brouillard, Daphnée Dubé, Amel Jardak, Alexandra Laoun-Rubenstein, et al. "MAPLE: A Multilingual Approach to Parent Language Estimates." Bilingualism: Language and Cognition 23, no. 5 (June 3, 2019): 951–57. http://dx.doi.org/10.1017/s1366728919000282.
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Bilingual infants vary in when, how, and how often they hear each of their languages. Variables such as the particular languages of exposure, the community context, the onset of exposure, the amount of exposure, and socioeconomic status are crucial for describing any bilingual infant sample. Parent report is an effective approach for gathering data about infants’ language experience. However, its quality is highly dependent on how information is elicited. This paper introduces a Multilingual Approach to Parent Language Estimates (MAPLE). MAPLE promotes best practices for using structured interviews to reliably elicit information from parents on bilingual infants’ language background, with an emphasis on the challenging task of quantifying infants’ relative exposure to each language. We discuss sensitive issues that must be navigated in this process, including diversity in family characteristics and cultural values. Finally, we identify six systematic effects that can impact parent report, and strategies for minimizing their influence.
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van der Braak, André. "Dōgen on Language and Experience." Religions 12, no. 3 (March 10, 2021): 181. http://dx.doi.org/10.3390/rel12030181.
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Understanding Zen views on language and experience from a philosophical hermeneutical point of view means conceiving such an understanding as a merging of horizons. We have to explicate both the modern Western secular horizon and the medieval Japanese Zen horizon. This article first describes how Charles Taylor’s notion of the immanent frame has shaped Western modernist understanding of Zen language and experience in the twentieth century. Zen language was approached as an instrumental tool, and Zen enlightenment experience was imagined as an ineffable “pure experience.” More recent postmodernist approaches to Zen language and experience have stressed the interrelatedness of language and experience, and the importance of embodied approaches to experience. Such new understandings of language and experience offer not only new perspectives on Dōgen’s “Zen within words and letters” and his embodied approach to enlightened experience, but also an expanded view on what it means to understand Dōgen.
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Shumskyi, Oleksandr. "Modern Approaches to Foreign Language Teaching: World Experience." Comparative Professional Pedagogy 6, no. 1 (March 1, 2016): 41–46. http://dx.doi.org/10.1515/rpp-2016-0006.
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Abstract The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that “communicative era” in foreign language training of students is already over and the year 2000 has ushered in a “postcommunicative era” which is characterized by reconsidering the basic features of communicative approach and trying to review the generally accepted belief in the unquestionable effectiveness of this approach. It has been noted that communicative approach, based on interactive methods of teaching and creating the atmosphere of natural language environment at class, forms the doctrine of language training in the USA, Malaysia, Serbia, Croatia and in most of West European countries. In China and Saudi Arabia communicative approach to foreign language teaching is combined with traditional method in order to develop all kinds of speech activity. It has been substantiated that minimizing grammar component of students’ foreign language training in favour of forming only communicative skills has brought to fluent but grammatically incorrect speech. It has been proved that the effectiveness of foreign language teaching to a considerable degree depends on applying the integrated training system based on traditional didactics and communicative approach.
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Bergen, Nicole. "Narrative Depictions of Working With Language Interpreters in Cross-Language Qualitative Research." International Journal of Qualitative Methods 17, no. 1 (November 19, 2018): 160940691881230. http://dx.doi.org/10.1177/1609406918812301.
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The role of the interpreter in cross-language qualitative research warrants methodological consideration at the onset and throughout the research. This study used a narrative approach to portray how two researchers’ epistemological positionings about the interpreter role were negotiated within the practical realities of conducting research. Data were obtained from a semistructured interview with an experienced cross-language researcher and field notes of my subsequent experiences working with interpreters. Findings suggest that the researcher–interpreter relationship is shaped by the epistemological views of the researcher, researcher experience and seniority, study design and resources, and the context in which the research occurs. Understanding how researchers’ views and approaches to working with interpreters evolve across different career stages and adapt to different circumstances can provide new insights to prepare researchers for cross-language research and to promote rigorous qualitative research.
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Uswati, T. S. "Improving the Quality of Storytelling through a Language Experience Approach." KnE Social Sciences 3, no. 9 (July 26, 2018): 773. http://dx.doi.org/10.18502/kss.v3i9.2741.
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Wright, Jone P., and C. Dan Wright. "Personalized Verbal Problems: An Application of the Language Experience Approach." Journal of Educational Research 79, no. 6 (July 1986): 358–62. http://dx.doi.org/10.1080/00220671.1986.10885705.
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Calandruccio, Lauren, Isabella Beninate, Jacob Oleson, Margaret K. Miller, Lori J. Leibold, Emily Buss, and Barbara L. Rodriguez. "A Simplified Approach to Quantifying a Child's Bilingual Language Experience." American Journal of Audiology 30, no. 3 (September 10, 2021): 769–76. http://dx.doi.org/10.1044/2021_aja-20-00214.
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Purpose Bilingual children's linguistic experience can vary markedly from child to child. For appropriate audiological assessment and intervention, audiologists need accurate and efficient ways to describe and understand a bilingual child's dynamic linguistic experience. This report documents an approach for quantitatively capturing a child's language exposure and usage in a time-efficient manner. Method A well-known pediatric bilingual language survey was administered to 83 parents of bilingual children, obtaining information about the child's exposure to (input) and usage of (output) Spanish and English for seventeen 1-hr intervals during a typical weekday and weekend day. Results A factor analysis indicated that capturing linguistic exposure and usage over three grouped-time intervals during a typical weekday and weekend day accounted for ≥ 74% of the total variance of the linguistic information captured with the full-length survey. Conclusions Although further confirmation is required, these results suggest that collecting language exposure and usage data from parents of bilingual children for three grouped-time intervals provides similar information as a comprehensive hour-by-hour approach. A time-efficient method of capturing the dynamic bilingual linguistic experience of a child would benefit pediatric audiologists and speech-language pathologists alike.
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Straková, Zuzana. "Implementation of plurilingual approach into the foreign language teaching." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 1–18. http://dx.doi.org/10.2478/jolace-2020-0010.
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Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.
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Beaven, Ana, and Inma Alvarez. "Non-Formal Drama Training For In-Service Language Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 1 (January 1, 2014): 5–18. http://dx.doi.org/10.33178/scenario.8.1.2.
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Research on the connections between drama and language learning is not new, and interest in the potential collaboration between these fields has increased in the last four decades. However, studies have mostly focused on students’ experiences and the type of drama activities that could be incorporated in their language class, neglecting key aspects of the specific skills language teachers might need and how these could be developed. Most language teachers have no training in drama, and often the inclusion of drama activities in the language classroom is dependent on the specific interest and experience of the individual teacher, rather than an expected component of the foreign language training programme. This paper will be reporting on an experimental approach to training in-service language teachers through drama for professional and personal development. As part of a Grundtvig Lifelong Learning European project entitled “Performing languages”, experienced language teachers at Higher Education were invited to engage in a series of non-formal activities, including visits to three European countries where they engaged in drama workshops for local amateur groups, reflective methods, and open educational practices.
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Usher, Robin. "Locating Experience in Language: Towards a Poststructuralist Theory of Experience." Adult Education Quarterly 40, no. 1 (September 1989): 23–32. http://dx.doi.org/10.1177/074171368904000103.
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Experience, although a key concept in adult learning, tends to be conceptualized within the framework of humanistic psychology and thus to be seen as asocial and subjective. This article argues that the relationship between meaning and experience should not be grounded in subjectivity. The insoluble problems of such a grounding are illustrated by the deconstructive analysis of a text (Jarvis, 1987) centered on a humanistic approach to meaning and experience. An alternative theorization is presented that stresses the constitutive role of language in experience. This shows how the meaning of experience is located in the play of language and the power of discourse. Experience, therefore, potentially has no single, fixed, and invariant meaning. Seeing experience in this way allows for a reconceptualization of adult learning which more readily takes account of the neglected social dimension.
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Ren, Hulin. "The Connectionist Approach of Processing L2 Ambiguous English Sentences." English Linguistics Research 6, no. 2 (May 15, 2017): 26. http://dx.doi.org/10.5430/elr.v6n2p26.
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The connectionist approach to language processing is popular in second language (L2) study in recent years. The paper is to investigate the connectionist approach of Chinese learners’ individual differences in the comprehension of certain ambiguous English sentences. Comprehension accuracy and grammaticality judgment are carried out with three groups with different background of language experience, namely, well-experienced English natives (group 1), well-experienced non-native English learners (group 2) and semi-experienced non-native English learners (group 3) on four types of ambiguous English sentences such as The polite actor thanked the old man who carried the black umbrella. Results of the study are discussed and a number of conclusions based on the results are summarized with regard to L2 learners’ differences in the performance to comprehend ambiguous syntactic structures.
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HARTEL, PIETER, HENK MULLER, and HUGH GLASER. "The Functional “C” experience." Journal of Functional Programming 14, no. 2 (January 22, 2004): 129–35. http://dx.doi.org/10.1017/s0956796803004817.
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A functional programming language can be taught successfully as a first language, but if there is no follow up the students do not appreciate the functional approach. Following discussions concerning this issue at the 1995 FPLE conference (Hartel & Plasmeijer, 1995), we decided to develop such a follow up by writing a book that teaches C to students who can write simple functional programs. This paper summarises the essence of our approach, which is based on program transformation, and presents our experience teaching functional C at the Universities of Southampton and Bristol.
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Isakova, Alla. "Communicative Approach to Interactive Foreign Language Lesson at University." SHS Web of Conferences 50 (2018): 01071. http://dx.doi.org/10.1051/shsconf/20185001071.
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The article is devoted to communicative methods of the foreign language teaching, examining of reflexive practice and modelling of a communicative situation, conducting of an experimental study and revealing of a new teaching method efficiency. The communicative method based on the author’s own teaching experience is analysed. The purpose of our experimental program is to define psychology and pedagogical conditions for empirical and theoretical model of communicative approach training in foreign languages training. The appeal of educational process focused training assumes change of ideas not only development of communicative abilities. The purpose of our experimental program is to define psychology and pedagogical conditions for empirical and theoretical model of communicative approach training in foreign languages training.
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Vičič, Polona. "A Fully Integrated Approach to Blended Language Learning." ELOPE: English Language Overseas Perspectives and Enquiries 17, no. 2 (November 16, 2020): 219–38. http://dx.doi.org/10.4312/elope.17.2.219-238.
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In the face of increasing demand for greater continuity and flexibility in language learning, online learning has gradually established itself as an important complement to face-to-face (F2F) language instruction. Typically, the resulting blend focuses on the two central learning modes, i.e., F2F and online; however, it leaves out the self-study component based on sources that do not form an integral part of the online component. Recognising the importance of the latter, Whittaker (2014) defines blended language learning as a blend of F2F, online, and self-study components.
Drawing on this three-modal approach, the present paper first outlines two language courses designed and delivered by the author of the paper. Next, it analyses students’ feedback on their experience with blended learning collected via an end-of-course questionnaire including multiple-choice statements, five-point Likert scale statements, and open-ended questions. The sample included fifty-two students, most of whom reported a positive experience, especially with the F2F component.
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Johnston, Nicole, Helen Partridge, and Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review 42, no. 4 (November 10, 2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.
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Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
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Johnson, Mary A., and Glenda F. Roberson. "The Language Experience Approach: Its Use with Young Hearing-Impaired Students." American Annals of the Deaf 133, no. 3 (1988): 223–25. http://dx.doi.org/10.1353/aad.2012.0782.
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NOSÁL, MARTIN. "4. THE GADAMERIAN APPROACH TO THE RELATION BETWEEN EXPERIENCE AND LANGUAGE." History and Theory 54, no. 2 (May 2015): 195–208. http://dx.doi.org/10.1111/hith.10753.
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O’Toole, Ciara, and Tina M. Hickey. "Diagnosing language impairment in bilinguals: Professional experience and perception." Child Language Teaching and Therapy 29, no. 1 (December 30, 2012): 91–109. http://dx.doi.org/10.1177/0265659012459859.
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Diagnosing specific language impairment (SLI) in monolingual children is a complex task, with some controversy regarding criteria. Diagnosis of SLI in bilinguals is made more complex by the lack of standardized assessments and poor understanding of clinical markers in languages other than English. There is an added complexity when one of the languages being acquired is an endangered one, where the domains of use and input are restricted, and where input is affected by convergence with the majority language. This article explores the challenge facing speech and language therapists and psychologists in diagnosing SLI in bilingual children acquiring Irish and English. Six speech and language therapists and four psychologists took part in semi-structured interviews exploring the impact of the bilingual environment, the nature of bilingual language impairment, current practices and the needs of these children. Thematic analysis was carried out and here three of the main themes emerging in the areas of assessment, the bilingual environment and characteristics of language impairment in this population are discussed. For assessment, an overriding theme was the requirement of standardized testing to secure additional educational and therapy resources for these children. However, because there are no standardized tests available in Irish, both professions end up translating existing English-based language and psychological assessments, using the norms provided to achieve standard scores. Both professions expressed strong dissatisfaction with this practice but saw little choice, given the Department of Education’s approach to allocation of supports. Language impairment in Irish was characterized by lexical difficulties, particularly with verbs and prepositions, tense errors, and significant borrowing and code-switching with English. Other themes that emerged were the growing influence of English as the children became older, which affected both attitudes to the minority Irish language as well as the content and structure of the language itself. The implications for service provision for bilingual populations in general are outlined.
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Peters, Arne, and Susan Coetzee-Van Rooy. "Exploring the interplay of language and body in South African youth: A portrait-corpus study." Cognitive Linguistics 31, no. 4 (November 26, 2020): 579–608. http://dx.doi.org/10.1515/cog-2019-0101.
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AbstractElicitation materials like language portraits are useful to investigate people’s perceptions about the languages that they know. This study uses portraits to analyse the underlying conceptualisations people exhibit when reflecting on their language repertoires. Conceptualisations as manifestations of cultural cognition are the purview of cognitive sociolinguistics. The present study advances portrait methodology as it analyses data from structured language portraits of 105 South African youth as a linguistic corpus from both qualitative and quantitative perspectives. The approach enables the uncovering of (a) prominent underlying conceptualisations of African language(s) and the body, and (b) the differences and similarities of these conceptualisations vis-à-vis previous cognitive (socio)linguistic studies of embodied language experiences. In our analysis, African home languages emerged both as ‘languages of the heart’ linked to cultural identity and as ‘languages of the head’ linked to cognitive strength and control. Moreover, the notion of ‘degrees of proficiency’ or ‘magnitude’ of language knowledge emerged more prominently than in previous studies of embodied language experience.
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Tufatulin, Gaziz Sh, Inna V. Koroleva, and Maryana Sergeevna Korkunova. "INTERDISCIPLINARY APPROACH IN AUDIOLOGY – AN EXPERIENCE OF PEDIATRIC AMPLIFICATION." Science and Innovations in Medicine 6, no. 1 (March 29, 2021): 20–24. http://dx.doi.org/10.35693/2500-1388-2021-6-1-20-24.
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Abstract
The aim of the study was to develop an algorithm for the interaction between an audiologist and speech-language therapist in initial amplification for hearing impaired children.
Methods. 219 children aged 2 months to 16 years with hearing impairments were divided into 2 groups. The experimental group consisted of children who got a special course of medical, psychological and pedagogical rehabilitation at the stage of initial fitting, based on the new algorithm of interdisciplinary interaction between an audiologist and a speech-language therapist. The control group included children with traditional procedure of hearing aids fitting, in which the audiologist didnt interact with the speech therapist.
Results. An algorithm for the interaction of an audiologist and speech-language therapist included 3 stages of hearing aids fitting (preparation, initial fitting, adaptation and fine tuning of hearing aids), the tasks of each specialist at these stages were identified, including the parents involvement in the process of fitting, a development of the protocol for the exchange of information between specialists. The algorithm was implemented in a special course of medical-psychological-pedagogical rehabilitation in the Center of Pediatric Audiology. It was found that in 1 month after the primary fitting among children who underwent this course, significantly more children used hearing aids for more than 8 hours a day and reached the integral criterion of effective hearing aids fitting compared with the control group. These children also took less time to adjust their hearing aid settings during repeated fitting sessions.
Conclusion. A structured interdisciplinary interaction between an audiologist and speech-language therapist at the stage of initial amplification significantly increases the effectiveness of medical technology for restoring hearing function in children.
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Chiniwar, Prabha S. "CONSTRUCTIVIST APPROACH: CREATING A MEANING TO LEARNING." International Journal of Research -GRANTHAALAYAH 4, no. 9(SE) (September 30, 2016): 18–25. http://dx.doi.org/10.29121/granthaalayah.v4.i9(se).2016.2506.
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The author is wholly concerned with the unstressed learning of the students for which he wants to revolutionize the way of teaching English. A foreign language is learnt specially with the translation method is the practical side of the language learning. The author has experienced the various learning criteria of learning language as he has been working in the Tribal Institution. For the infants the most practical and fruitful method we have gone through is the Direct Method of language learning. The Direct Method refers to the ‘Direct approach in the language application’
The words, ‘This’, ‘That’, envisage to the appetite of understanding the information of the object. These words are to be regarded as the model words of the ‘Direct Method.’
In language learning, the presentation of the objects or the things put a sort of stress on the views of the students that is accompanied with the experience. The author is feasibly concerned with the – 1. Actual understanding of the language by the student, 2.Throughout application of the language by the student, 3. The proper information and stress on the words by the students and 4. Beneficence of the learnt language to the student. We look in for the various methodologies in making language learning easy.
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Et.al, Kew, S. N. "Japanese Students’ English Language Learning Experience through Computer Game-Based Student Response Systems." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1993–98. http://dx.doi.org/10.17762/turcomat.v12i3.1036.
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Technology has been vastly used in learning context for the purpose of enhancing students’ learning performance. The integration of computer in language teaching and learning is growing. In particular, the computer game-based student response systems such as Kahoot! application is implemented by some educators in their teaching classesto improve students’ learning experience. Meanwhile, collaborative learning plays an important role in teaching and learning practice. Thus, this paper aims to examine the use of Kahoot! application integrated with collaborative learning approach influences the learning experiences of Japanese students in English language classroom. An experimental research approach was conducted to study how Kahoot! application is affecting the learning experiences of Japenese students. Student engegement observation checklist and feedback form were used as the research instruments in this study. The population comprised 20 Japanese students who enrolled in English language classroom participated in this experiment. The findings show that Kahoot! integrated with collaborative learning approach made positive impact on students by contributing to better engagement and enhanced learning experience of students. This study can be a reference for instructors who plan to implement game-based student response systems and collaborative learning in English language classroom.
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Christianti, Martha, Nur Hayati, and Arumi Savitri Fatimaningrum. "Penerapan language experience approach melalui cerita budaya lokal untuk mendukung membaca awal pada anak." Jurnal Pendidikan Anak 8, no. 1 (August 21, 2019): 54–68. http://dx.doi.org/10.21831/jpa.v8i1.26681.
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Penelitian ini bertujuan untuk menerapkan Language Experience Approach (LEA) melalui cerita rakyat budaya lokal untuk mendukung membaca awal pada anak usia dini. Metode penelitian yang digunakan adalah eksperimen dengan desain ekperimen quasi eksperimen. Teknik pengumpulan data dengan observasi dalam bentuk ceklist dan catatan lapangan. Hasil penelitian dianalisis dengan pendekatan deskriptif kuantitatif dan kualitatif. Hasil penelitian ini menerapkan pendekatan LEA dengan beberapa tahap yaitu (1) tahap bercerita; (2) tahap anak menyampaikan pengetahuan melalui pertanyaan; (3) nak menuangka pengalaman melalui gambar, huruf atau bentuk; (4) guru meminta anak untuk menceritakan hasil tulisannya secara lisan. Penelitian ini menunjukkan bahwa 80 persen anak di TPA Dharma Yoga Santi mengalami kemajuan dalam membaca awal yang ditunjukkan dalam kemampuan anak untuk menciptakan cerita dari pengalamannya mendengarkan cerita dalam bentuk tulisan dan kemampuan anak untuk menceritakan kembali cerita melalui hasil tulisannya dalam bentuk lisan atau tulisan. Anak anak mulai tumbuh rasa percaya diri untuk mengungkapkan ide melalui tulisan karena sering mendapatkan kesempatan dari guru untuk menuangkan idenya baik berupa gambar maupun tulisan. AbstractThis study aims to apply the Language Experience Approach (LEA) through local folklore to enhance early reading in early childhood. The research employed the quasi experimental design. Data were collected by means of observation in the form of a checklist and field notes. The data were then analyzed by using the quantitative and qualitative descriptive approaches. The results show that this study apply the LEA approach with several stages, namely (1) the storytelling stage; (2) the stage where children conveys knowledge through questions; (3) the stage where children want to imagine experiences through images, letters or shapes; and (4) the stage where teacher asks children to verbally convey their writing results. This study also reveals that 80 percent of children in TPA Dharma Yoga Santi experienced progress in early reading as indicated in the children’s ability to create stories in written from after they listen to certain stories and children’s ability to retell stories in written and oral forms. Children begin to grow the confidence to express ideas through writing because they often get the opportunity from the teacher to express their ideas in the form of pictures and writing.
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Chodarev, Sergej, and Jaroslav Porubän. "Development of custom notation for XML-based language: A model-driven approach." Computer Science and Information Systems 14, no. 3 (2017): 939–58. http://dx.doi.org/10.2298/csis170116036c.
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In spite of its popularity, XML provides poor user experience and a lot of domain-specific languages can be improved by introducing custom, more humanfriendly notation. This paper presents an approach for design and development of the custom notation for existing XML-based language together with a translator between the new notation and XML. The approach supports iterative design of the language concrete syntax, allowing its modification based on users feedback. The translator is developed using a model-driven approach. It is based on explicit representation of language abstract syntax (metamodel) that can be augmented with mappings to both XML and the custom notation. We provide recommendations for application of the approach and demonstrate them on a case study of a language for definition of graphs.
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Druzhinin, A. S. "LANGUAGE AS THE OBSERVER’S WORLD AND THE WORLD AS THE OBSERVER’S LANGUAGE: TOWARDS AN EXPERIENTIAL APPROACH TO LINGUISTIC PHENOMENA." Philology at MGIMO 21, no. 2 (July 3, 2020): 24–32. http://dx.doi.org/10.24833/2410-2423-2020-2-22-24-32.
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Beyond doubt, one of the main concerns of linguistics is an understanding of the generative mechanisms underlying language behavior and speech production. The article offers a synthetic view on the epistemological problem of the observer as a cognitive agent and languager constructing his/her own world in language and his/her own language in the world (Merleau-Ponty). With reference to the lingvophilosophy of radical constructivism and enactivism, the author makes a case against the objectivist, realist and representationalist stances popular in mainstream linguistics. It is claimed that objectivity is the linguistic illusion of the observer which emerges through abstractions and reflections wherein perceptual objects become ‘as-if perceptual’ (cf. Vaihinger ‘Als ob reality’), i.e. reference frames re-presenting (substituting) this or that empirical material. Any sensorimotor interaction may become part of the observer’s experience to generate imaginative material in cognitive operations and operations upon the results of these operations. Language is thus a condition for the existence of the observer: it is emotive experience construction from the sensory material in and through abstractions and reflections. Outside or beyond this experience the observer as a subject and subject-matter does not make sense. This is why semantics, concepts and meanings of words, can be considered as a human’s way and domain of acting all in one.
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Messersmith, Jessica J., and Kyle Brouwer. "Student Perspectives of an Interdisciplinary Approach to Clinical Provision and Supervision." Perspectives on Issues in Higher Education 15, no. 1 (June 2012): 38–43. http://dx.doi.org/10.1044/ihe15.1.38.
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We conducted a survey to investigate student perceptions of an interdisciplinary clinical practicum and to identify beneficial interdisciplinary supervisory practices. Seven speech-language pathology and audiology graduate students participated in an interdisciplinary clinical practicum supervised by 1 speech-language pathology faculty member and 1 audiology faculty member. During this experience, students collaborated with others outside of their department to plan and provide aural habilitation at a university speech and hearing clinic. Students’ responses to Likert-scale and open-ended questions indicated that the interdisciplinary practicum experience enhanced the students’ clinical knowledge and ability to work as a member of an interdisciplinary team. The results of the study provide support for increasing interdisciplinary practicum experiences within graduate clinician training, as well as conducting future research to identify best practices when providing cross-disciplinary supervision.
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Butiurca, Doina. "Language of the Hand in Indo-European Idioms." Acta Universitatis Sapientiae, Philologica 9, no. 3 (December 1, 2017): 63–71. http://dx.doi.org/10.1515/ausp-2017-0029.
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AbstractThe research starts from the assertion that there is an interdependent rapport between cultural forms and the experiential field, necessary for the dynamics of cultural development. The general objective of our approach is the development of a system of relations ordered by human experience for linguistic vitality (of a language/group of [kindred] languages) in the mental and cultural fields. Particular/experiential takes on the concepts of “right”/“left”, the systemic extension of significances in linguistics, religion, moral mentality, and culture of peoples of the world stand as secondary objectives of the research. Application is made to pan-Latin languages, Hungarian, and English. Synchronic and diachronic analysis, contrastive method, and cognitive approach are but a few of the research methods. The first of the conclusions to be drawn is that the diachronic dynamics of a culture is ensured by the systemic relations between human experience, language, mentality, and others.
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Assidqi, MA Hakim. "CONTEXTUAL CLASSROOM EXPERIENCE THROUGH GENRE BASED APPROACH." Vision: Journal for Language and Foreign Language Learning 4, no. 2 (October 1, 2015): 227. http://dx.doi.org/10.21580/vjv4i21577.
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This paper is formulated to elaborate the understanding of<br />Genre Based Approach as the part of Systemic Functional Lin-<br />guistic infl uence. SFL has been developed by Halliday that focus<br />on function and meaning as the core aspects. Because of its infl u-<br />ence in linguistic, SFL gives inspiration for inventing GBA, as the<br />kind of approach in language learning. The aims of the study are<br />to explore the base understanding of GBA from its historical and<br />development perspective. In addition, the paper is trying to analyze<br />the main points of GBA and its impact to improve learner skills in<br />classroom activity for some skills, they are writing, reading, speaking<br />and listening.
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Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.
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The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.
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Manchaiah, Vinaya, De Wet Swanepoel, and Rebecca J. Bennett. "Online Consumer Reviews on Hearing Health Care Services: A Textual Analysis Approach to Examine Psychologically Meaningful Language Dimensions." American Journal of Audiology 30, no. 3 (September 10, 2021): 669–75. http://dx.doi.org/10.1044/2021_aja-20-00223.
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Purpose The study examined psychologically meaningful language dimensions (i.e., social and emotional dimensions, health dimensions, and personal concerns) within online consumer reviews on hearing health care services using an automated textual analysis approach. Method Nine thousand six hundred twenty-two consumer reviews of hearing health care services, including an open-ended question (i.e., free text response to the prompt “share details of your own experience at this place”) and an overall rating (on a 5-point scale ranging from “very good” to “very poor”) were extracted from Google.com from 40 different cities across the United States. In addition, some metadata about the cities (i.e., region, population size, median age, percentage of older adults) were also recorded. Text responses were analyzed using the automated Linguistic Inquiry and Word Count software for selected language dimensions. The language dimensions of online hearing health care reviews were descriptively compared with language dimensions observed in the natural language of typical bloggers. Language dimensions from free text responses were correlated with quantitative overall experience ratings. Results Automated linguistic analysis showed that consumer reviews on hearing health care services had higher social processes, positive emotions, hearing, health, money, and work, and lower negative emotions and time-awareness when compared to typical bloggers. Examining the association between overall experience rating and the language dimensions revealed two broad findings. First, higher engagement of consumers in terms of social processes, positive emotions, hearing, and work dimensions was related to higher experience ratings. Second, higher engagement of consumers in terms of negative emotions, time awareness, and money was related to lower experience ratings. Conclusions Online reviews contain information about various dimensions (i.e., social and emotional dimensions as well as personal concerns) that have bearing toward the way in that they rate their health care experiences. Automated linguistic analysis of consumer reviews appears helpful in identifying gaps in service delivery that may influence consumer experience.
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Dewantara, I. Putu Mas. "PENERAPAN PENDEKATAN PRAGMATIK (PRINSIP-PRINSIP PENGGUNAAN BAHASA) DISERTAI TEKNIK KOREKSI SESAMA TEMANDAN KOREKSI OLEH GURU UNTUK MENINGKATKAN KETERAMPILAN MENCERITAKAN PENGALAMAN PADA SISWA KELAS VIIE SMP NEGERI 5 NEGARA." Jurnal Santiaji Pendidikan (JSP) 3, no. 2 (July 23, 2013): 110–21. http://dx.doi.org/10.36733/jsp.v3i2.487.
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This research was intended to (1) describe the development of telling experience skill of the students of class VII E SMP Negeri 5 Negara through the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by Teacher, (2) describe the steps of learning and teaching activities in the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by Teacher to develop the skill of telling experiences by the students of VII E SMP Negeri 5 Negara, and (3) describe students’ response about the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher. The subjects of this research were students and teacher of bahasa Indonesia in SMP Negeri 5 Negara. This research used the two-cycle classroom action research. The data about the skill of telling experiences was gathered through test method analyzed by qualitative description method. The data about students’ response was gathered through questionnaire method analyzed by qualitative description and quantitative description. The result of the research showed that the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher can (1) develop the skill of telling experience by students, (2) be done through 19 appropriate learning steps, and (3) develop students’ positive response in telling experience. Bahasa Indonesia’s teachers is hoped to implement the pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher to develop the skill of telling students’ experiences that make the teaching-learning activity can run conducive, creative, and innovative.
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Hmira, Tomas. "Russian language teaching in Ruzomberok, Slovakia: culturological approach." Russian Language Studies 17, no. 4 (December 15, 2019): 475–86. http://dx.doi.org/10.22363/2618-8163-2019-17-4-475-486.
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Teaching Russian at the universities in Slovakia has its own history. For decades, the Russian language has occupied a worthy place in the country’s universities, including Ruzomberok. A new educational reform (since September, 2019) implies freedom of choice when learning foreign languages. Consequently, interest in studying the Russian language in Slovakia is forecasted, which indicates the relevance of our chosen topic. The purpose of the article is to analyze the system of teaching the Russian language at Catholic University in Slovakia from the perspective of a young teacher with little pedagogical experience. The theoretical significance of the article lies in the pointing out the problem of forming and developing interest to the Russian language in Ruzomberok through the culturological approach outlined by the famous Slovak specialist in Russian philology Eva Kollarova. The practical significance of the work consists in using educational disciplines being worked out, their analysis and further adjustment aimed at developing the students’ personality, their individuality through the Russian language. As a result of the study, it was proved that the curriculum based on the culturological approach to teaching a foreign language helps to build trust between the teacher and students. Also, university students are motivated, and in the university environment, they do not only receive facts through language, but are also brought up. We see the prospects of the study in a more detailed study of the impact of teaching the Russian language according to the principle of “language through culture, culture through language.” Due to the growing interest to the Russian language in Slovakia and a free choice in learning a foreign language, the willingness of teachers and students for the dialogue of cultures is becoming very important.
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Spanu, Michael, Nicolas Sommet, and Jean-Marie Seca. "The consumption of live music in different languages: a quantitative approach." Arts and the Market 10, no. 3 (September 15, 2020): 165–85. http://dx.doi.org/10.1108/aam-04-2020-0007.
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PurposeThe consumption of music performed in different languages represents a significant aspect of the contemporary cultural experience. This phenomenon questions how different languages mediate music consumption in specific national contexts. In this paper, the authors investigate the case of live music consumption in France.Design/methodology/approachThe authors surveyed 428 persons who saw 159 artists either performing in French or in English in 46 locations around Paris, France. The authors tested the effect of the language of the concert on three dimensions of music consumption: singing in unison, appraisal of the lyrics and dancing.FindingsMultilevel analysis revealed that English was positively associated with dancing, whereas French was positively associated with the appraisal of the lyrics. The authors found no evidence that the language of the concert was associated with differences in singing in unison.Originality/valueResults are discussed with respect to language diversity in the context of globalised popular music consumption.
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Chaney, Carolyn. "Evaluating the Whole Language Approach to Language Arts." Language, Speech, and Hearing Services in Schools 21, no. 4 (October 1990): 244–49. http://dx.doi.org/10.1044/0161-1461.2104.244.
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Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.
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Chomsky, Noam. "Three Factors in Language Design." Linguistic Inquiry 36, no. 1 (January 2005): 1–22. http://dx.doi.org/10.1162/0024389052993655.
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The biolinguistic perspective regards the language faculty as an “organ of the body,” along with other cognitive systems. Adopting it, we expect to find three factors that interact to determine (I-) languages attained: genetic endowment (the topic of Universal Grammar), experience, and principles that are language- or even organism-independent. Research has naturally focused on I-languages and UG, the problems of descriptive and explanatory adequacy. The Principles-and-Parameters approach opened the possibility for serious investigation of the third factor, and the attempt to account for properties of language in terms of general considerations of computational efficiency, eliminating some of the technology postulated as specific to language and providing more principled explanation of linguistic phenomena
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Korovkina, M. Ye, A. L. Semenov, and V. I. Ershov. "COMPETENCE-BASED APPROACH TO LSP-TRANSLATION." Philology at MGIMO 21, no. 2 (July 3, 2020): 69–75. http://dx.doi.org/10.24833/2410-2423-2020-2-22-69-75.
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The article presents the model of professional translator competences related to three levels of the ‘second language personality’. The article describes the development of translator competences (communicative, extra-linguistic and specialized ones) on the basis of the well-formed competence in the basic branch of study (the student’s major). Taking stock of the earlier research that has studied the relation between thinking and speech, the authors look into the process of generating the utterance on the basis of a stable mental image that can be interpreted in other language codes. The language interpretation of a conventional familiar mental image requires communicative skills, background knowledge and practical experience. In this case the language interpretation is regarded as an analytical and synthetic process that interpolates similar mental images into the base of stereotyped utterances in a specific subject matter developed through speech experience. Practical translation skills can be built on the basis of well-developed communicative competence and enhanced specialized translator competence.The article highlights the need to introduce integrated programs that include several LSP areas, as they may facilitate the development of the specialized translator competences on the basis of the knowledge in the LSP area of the student’s major in the mother tongue and the communicative competence in the foreign language.
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Salo, Noelle Nayoun Park, and Hannele Dufva. "Words and images of multilingualism: A case study of two North Korean refugees." Applied Linguistics Review 9, no. 2-3 (May 25, 2018): 421–48. http://dx.doi.org/10.1515/applirev-2016-1066.
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AbstractThe article analyses the experience of multilingualism in the South Korean context, focusing on the experiences of North Korean refugees. The research participants (N=2) are originally from North Korea, but now live in South Korea, where they face challenges in their adaptation to the new society, its linguistic landscape and its practices and positions with regard to language issues in society and in education. By combining verbal and visual means of data collection, we aim to analyse the multilingual trajectory of the research participants, their experiences of different languages and language learning and, further, the emotions that are attached to these. Our approach is socio-cognitive in that we seek to show how individual experiences intertwine with and refract the particular societal contexts and their ideologies.