Relevant bibliographies by topics / Linguistic ecology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Linguistic ecology'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Linguistic ecology"

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Garner, Mark. "LANGUAGE ECOLOGY AS LINGUISTIC THEORY." Kajian Linguistik dan Sastra 17, no. 2 (July 19, 2017): 91–101. http://dx.doi.org/10.23917/kls.v17i2.4485.

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language ecology was proposed by Einar Haugen in 1972 as the study of the interaction of any given language and its environment. Despite some use of the term in the literature, sociolinguistics have failed to develop the potenstial that Haugen saw in an ecological approach. Recent developments in ecological thought, however; when applied to language, raise questions about many basic assumptions of conventional linguistics. For example, from an ecological perspective, language is not a rule-governed system, but a form of patterned behaviour arising from the needs of human socialtity: communication, culture, and community. As Haugen foresaw, language ecology offers an exciting alternative approach to linguistic theory.Key words: language ecology, patterned behaviour, holistic, dynamic, and interactive
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Shakhovskiy, Victor I. "Ecology of communicative word distribution." Neophilology, no. 27 (2021): 369–76. http://dx.doi.org/10.20310/2587-6953-2021-7-27-369-376.

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We offer an extended understanding of the linguistic term distribution. We list its possible constructs in various communicative acts and communicative-semantic situations in the aspect of a new linguistic paradigm – “Emotive linguoecology”. We distinguish several constructs for the distribution of the communicative interaction of speakers. Each type of construct is illustrated with examples from the history and modern life of the Russian language, as well as fiction autobiographical literature, pedagogical parables and Internet resources. We substantiate that the modern era is characterized by the presence of createme, emotionalization and expressivization of society, as evidenced by the ecology of communication. We argue that one of the main tasks of modern world linguistics is to curb human emotions with language, its linguoplastics and reorientation of all types of communication to a positive vector. To consider linguistic facts, we propose a non-trivial approach to understanding the term concept of linguistic distribution, namely, its extended understanding: word position from right to left (contact / discount / distant), action, situation, event, confession, culture, social environment, micro-, macrocontext, chapter / section context, book parts, vertical context of the entire book, vertical context of all texts of one author , the vertical context of all books by all authors, the specific culture of all authors of fictional and non-fictional works - the global mega-context of some global word / global semantic universum.
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Brown, Kara. "Linguistic ecology and multilingual education." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 10, no. 2 (November 1, 2022): 29–47. http://dx.doi.org/10.12697/eha.2022.10.2.02b.

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The fiftieth anniversary of Haugen’s pioneering publication on the ecology of language provides an ideal opportunity to reflect on some of the promising new trends within recent research on multilingual education that centers linguistic ecology. The research explored in this article takes up linguistic ecology as a primary lens to understand a range of linguistic phenomena, particularly in contexts of dynamic change within the focus community. This article highlights three developments within linguistic ecology research over the last fifteen years that reflect the continuing relevance and contributions of this framework for multilingual education: (1) the focus on higher education, (2) translanguaging, and (3) rights and sustainability. The first section provides an overview of the defining aspects of linguistic ecology – its holism and dynamism – as well as foundational aspects of the ecology of language research in education and concludes with prospects for future research.
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Brown, Kara. "Linguistic ecology and multilingual education." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 10, no. 2 (November 1, 2022): 10–28. http://dx.doi.org/10.12697/eha.2022.10.2.02a.

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Einar Haugeni teedrajava keeleökoloogiat käsitleva teose viiekümnes aastapäev pakub ideaalset võimalust mõtiskleda mõnede uute paljutõotavate suundumuste üle hiljutistes mitmekeelset haridust puudutavates uurimustes, mis keskenduvad keeleökoloogiale. Siinses artiklis vaadeldud uurimustes proovitakse mitmesuguseid keelenähtusi mõista läbi keeleökoloogia prisma, lähtudes eelkõige dünaamilistest muutustest uuritava kogukonna sees. Artiklis keskendutakse keeleökoloogia uurimise kolmele viimase viieteist aasta jooksul väljakujunenud arengusuunale, mis näitavad, kuivõrd suur mõju ja tähendus on sellel raamistikul siiani mitmekeelsele haridusele: 1) keskendumine kõrgharidusele, 2) transkeelsus ning 3) keelelised õigused ja jätkusuutlikkus. Esimeses osas antakse ülevaade keeleökoloogia olemusest – selle terviklikkusest ja dünaamilisusest – ning keeleökoloogia uurimise põhimõtetest haridusvaldkonnas ja lõpetatakse võimalike tuleviku urimissuundadega. Full text
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Roberge, Paul T., and Peter Muhlhausler. "Linguistic Ecology: Language Change and Linguistic Imperialism in the Pacific Region." Language 75, no. 1 (March 1999): 126. http://dx.doi.org/10.2307/417478.

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Matsubara, Koji. "Linguistic ecology: Language change and linguistic imperialism in the Pacific region." Journal of Pragmatics 27, no. 4 (April 1997): 542–47. http://dx.doi.org/10.1016/s0378-2166(97)83638-7.

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Głuszkowski, Michał. "Całościowe badania społeczności językowych." LingVaria 13, no. 25 (May 30, 2018): 227–41. http://dx.doi.org/10.12797/lv.13.2017.25.17.

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Comprehensive Research on Speech CommunitiesEinar Haugen’s theory of “ecology of language”, also known as ecolinguistics and linguistic ecology, is an interdisciplinary approach within linguistic studies. The description of language with its “environment”, i.e. speech community, its history, economic and political situation, legal status and other features, is an important part of many research reports in sociolinguistics and contact linguistics. Despite of the usefulness of non-structural factors in linguistic analysis, one has to admit that many scholars, not only representatives of social sciences but also linguists, tend to concentrate on the sociological or anthropological part of ecolinguistic studies and neglect the question of linguistic phenomena or significantly reduce their description. However, there are certain studies from the field of linguistic ecology which can be characterized as comprehensive approaches in the research on speech communities, where socio-cultural and linguistic questions are paid equal attention. One of the most detailed research reports in this field is Tadeusz Lewaszkiewicz’s monograph on the language of resettlers from Navahrudak and its surroundings after the World War II. This in-depth study of a speech community is a rare example of a multifaceted analysis of idiolectal and generational evolution of the Polish language of the Eastern Borderlands.
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Skutnabb-Kangas, Tove. "Linguistic Diversity, Language Rights And Language Ecology." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 14–58. http://dx.doi.org/10.2478/sm-2018-0011.

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Summary Aiming at the maintenance of biodiversity and healthy ecosystem in the world – vital issues of the 21st century – it is important to preserve linguistic diversity and prevent the increasing language endangerment, thus ensuring the support of linguistic human rights. The author presents a comprehensive explanation of the key terms related to linguistic diversity and language ecology and investigates if educational language rights in international and regional Charters/Conventions support the maintenance of indigenous, tribal and minority languages (the world’s linguistic diversity), thus preventing language endangerment. The answer is that most educational systems in the word today support linguistic genocide in relation to indigenous, tribal and minority children’s language rights, by providing subtractive education as capability deprivation (according to Amartya Sen), which leads to poverty and violation of human rights in general. The author also argues why linguistic diversity and language rights are important for the maintenance of biodiversity and thus a healthy ecosystem.
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Danilova, Nadezhda N., and Irina M. Kholina. "Ecology of language: Linguistic and linguocultural aspects." Philological Sciences. Scientific Essays of Higher Education, no. 2 (March 2022): 29–33. http://dx.doi.org/10.20339/phs.2-22.029.

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The article deals with the ecology of language in the context of the worldview, issues related to language and thinking, language and culture. It is noted that language as a living system, constantly interacts with other systems. However, such interrection can be agressive and lead to a change in the national outlook. The article discusses the basic issues of language conservation, analyzes external threats to the language and internal issues of Russian speech, discusses the prospects of language conservation and the practice of improving speech.
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Molchanova, Galina G. "LINGUISTIC ECOLOGY AND THE PRESENT-DAY LANGUAGE." Bulletin of the Moscow State Regional University (Linguistics), no. 2 (2016): 47–54. http://dx.doi.org/10.18384/2310-712x-2016-2-47-54.

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Dissertations / Theses on the topic "Linguistic ecology"

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Fettes, Mark Thompson. "The linguistic ecology of education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ53878.pdf.

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Smith, Howard Leslie. "The linguistic ecology of a bilingual first-grade: The child's perspective." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187432.

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This dissertation presents the linguistic ecology of a Spanish-English, bilingual first grade classroom. The term linguistic ecology refers to the communicative behaviors of a group, as well as the physical and social contexts in which their communication occurs. In addition, a linguistic ecology includes the reciprocal influences of persons and environment on each other. Two questions guided this study: (1) How do the children interpret the roles of English and Spanish in their classroom environment? and (2) What resources, human and material, are made available to support the development of both languages in this bilingual classroom? Three over-arching categories were used to describe and analyze the linguistic ecology as viewed by the children: (1) the materials available in the school to support Spanish development; (2) the staffing for bilingual instruction; and (3) the dynamics of language use within the school, especially within one first-grade classroom. The results of this inquiry study strongly suggest that children of bilingual classrooms discern that (1) more time is devoted to English instruction; (2) more communication occurs in English; (3) few teachers have high levels of Spanish proficiency; (4) the personnel of bilingual schools utilize more English than Spanish in the school environment; and (5) Spanish language resource materials are fewer in number and often less appealing than their English-language counterparts. In effect, this case study documents and interprets the social and educational processes through which bilingual children in one U.S. school come to appreciate the prestige and power of English versus Spanish.
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Talley, Edith M. "Language, Technology and the “They Self”: How Linguistic Manipulation of Mass and Social Media Distract from the Authentic Self." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/honors_theses/58.

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This thesis examines German philosopher Martin Heidegger’s concepts of being and time, the role of language in being, and ways of authentic being through the lens of modern media practices in the Information Age. It relates Heidegger’s philosophy to the media ecology theory introduced by Marshall McLuhan in the 1960s by exploring McLuhan’s themes of tribal, typographical and electronic man. In addition, this thesis considers the role of mass media in information dissemination. The goal of this report is to explicate the shaping effects of mass media, especially social media, on individual perceptions and societal culture and identify ways in which such shaping affects authentic ways of being.
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Martin, Vernon J. "Negotiating Environmental Relationships: Why Language Matters to Environmental Philosophy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4409/.

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The medium of language is important to environmental philosophy, and more specifically, to the establishment and understanding of environmental relationships. The differences between animal and human language point to our unique semantic range, which results from our neuro-linguistic process of signification. An examination of the linguistic implications of the problem of nature and the tenets of semiotics challenges the idea of a clean word to world fit. Because signs are the medium in which meaning is constructed, questions about nature must in part be questions of language. Environmental discourse itself is bound up in sociolinguistic productions and we must attend not only to what language says, but to what it does. NEPA functions as a speech act that systematically invokes an ethical framework by which it colonizes the domain of valuation and fails to provide a genuine opportunity for non-commodity values to be expressed.
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Watkins, Kathryn Anne. "Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8526.

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The United States is home to hundreds of thousands of refugees and immigrants who desire to learn English. In contrast to academically-focused English language learners (ELLs), or international students, refugee and immigrant ELLs are often dealing with the stresses of poverty and/or a precarious immigration status, giving them a diverse and complex set of needs that are often not adequately met by ESL programs. Building off a foundation of Activity Theory, Sociocultural Theory, and Language Ecology, which emphasizes an approach to language learning and teaching that does not separate language from the authentic contexts from which it arises (Van Lier, 2002; Leather & Van Dam, 2003; Pennycook, 2010; Swain & Watanabe, 2012; among others), I seek to uncover and address these needs in-context through an ethnography of six Spanish-speaking immigrant ELLs in the western United States. I detail the results of an in-depth analysis of 116 hours of participant observation with these women, paying special attention to their daily routines and how, where, and why they employ English or Spanish. I show how the women's daily routines and participation in Latinx communities curtail much of their need for daily English, how they employ various strategies to get by when they do need English, and how their expressed motivations to learn English are often thwarted by their current life circumstances. I end by summarizing key observations about the ELLs in the study and making general recommendations to ESL programs for how to apply these observations.
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Lipembe, Pembe Peter Agustini. "Exploring the micro-social dynamics of intergenerational language transmission :a critical analysis of parents's attitudes and language use patterns among Ndamba speakers in Tanzania." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5270_1297836275.

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The study has several implications
for general theoretical traditions it highlights the point that ambivalent attitudes and incomplete language use are responsible for gradual language decline. Previous studies while acknowledging the role of community based, intuitive conditions on language maintenance and shift, did not show how the process occurred. For policy the study aims toward sensitizing policy makers and raise their awareness about the dire situation in which minority languages currently are in. This would ensure that politicians, bureaucrats, and other state authorities could implement policy decisions that guarantee protection of minority languages and enhance their vitality. One policy strategy that could ensure revitalization of minority languages would be to include them in the school curriculum as supplementary approach to the effort of the home and the community, as McCarty (2002, quoted in Recento, 2006) observes that schools
[&hellip
] can be constructed as a place where children can be free to be indigenous in the indigenous language &ndash
in all of its multiple and everchanging meanings and forms.

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Lefrançois, Nicolas. "Gestion du plurilinguisme au Grand-Duché de Luxembourg : projet de modélisation des politiques linguistiques nationales dans le cadre de l'insertion et de l'intégration des populations étrangères." Thesis, Montpellier 3, 2020. http://www.theses.fr/2020MON30001.

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Le contexte sociolinguistique luxembourgeois, structuré autour d’une pluriglossie inscrite diachroniquement dans une histoire séculaire, appelle des aménagements linguistiques spécifiques face à une situation démographique particulière dans laquelle près de 50 % des résidents sont des ressortissants étrangers. Autour du trilinguisme national historique s’agrègent des variétés importées par les étrangers et largement diffusées dans la sphère économique.Une première partie recense donc les conditions d’existence d’une « politique linguistique » selon un contexte historique et géographique qui justifie la présence des variétés linguistiques sur un territoire donné. Une définition de ces variétés se propose de les cerner sous trois perspectives : une perspective morphologique ; une perspective symbolique ; une perspective sociologique. Le cas paradigmatique de la langue luxembourgeoise sert de support empirique à la démonstration. La langue, perçue comme composante d’une écologie linguistique – d’après Einar Haugen -, implique des aménagements politiques et sociaux complexes qui président à sa gestion selon son milieu de propagation. L’analyse descriptive porte alors sur l’étude de ces systèmes organisateurs de planification ou aménagements et qui se traduisent par des politiques linguistiques nationales.La deuxième partie se concentre sur les politiques linguistiques à l’œuvre au Luxembourg, tendues entre le double objectif de promouvoir la variété nationale, le luxembourgeois, et d’attirer, par nécessité économique, une main-d’œuvre massive qui se répartit en deux groupes majeurs : les francophones et les anglophones. L’analyse s’appuie sur un double corpus constitué, d’une part, du recueil d’entretiens menés auprès d’acteurs impliqués dans la mise en place de ces politiques linguistiques locales ; d’autre part, d’une collecte de questionnaires distribués à un échantillon d’étrangers résidant et travaillant dans le pays. Leur étude fait apparaître une situation sociolinguistique complexe qui bouleverse le classement hiérarchique des trois langues nationales - le français, l’allemand et le luxembourgeois. Les aménagements linguistiques successifs tentent de concilier ces antagonismes en émettant l’hypothèse d’une orientation progressive du plurilinguisme vers une prédominance juridique de la langue nationale conduisant éventuellement, à terme, à une affirmation officielle d’un monolinguisme luxembourgophone
The Luxembourgish sociolinguistic context, structured around a pluriglossy inscribed diachronically in a secular history, calls for specific language arrangements for the purpose of addressing a particular demographic situation in which nearly 50% of residents are foreign nationals. Varieties imported by foreigners are combined with this historical national trilingualism and widely disseminated within the economic sphere.The first part of this thesis therefore lists the conditions for the existence of a “language policy” according to a historical and geographical context that justifies the presence of linguistic varieties in a given territory. It is intended to base a definition of these varieties on three perspectives: a morphological perspective, a symbolic perspective, and a sociological perspective. Language, seen as a component of a linguistic ecology – according to Einar Haugen –, involves complex political and social arrangements that govern its management according to its propagation environment. The descriptive analysis then focuses on the study of these organisational systems of planning or development, which are translated into national language policies.The second part focuses on current language policies in Luxembourg, which are strained between the dual objective of promoting the national variety, Luxembourgish, and of attracting, by economic necessity, a massive workforce divided into two major groups: French speakers and English speakers. The analysis is based on a double corpus consisting, on the one hand, of a collection of interviews conducted with actors involved in the implementation of these local language policies, and on the other hand, a collection of questionnaires distributed to a sample of foreigners residing and working in the country. Their study reveals a complex sociolinguistic situation which disrupts the hierarchical ranking of the three national languages - French, German and Luxembourgish. The successive linguistic arrangements attempt to reconcile these antagonisms by implying the hypothesis of a progressive orientation of plurilingualism towards a legal predominance of the national language, possibly leading, in the long term, to an official affirmation of a Luxembourg speaking monolinguism
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Oliveira, Raquel Souza de. "Currículo ecológico de língua e literatura: o uso de tecnologias móveis para uma abordagem colaborativa." Universidade Federal de Pelotas, 2017. http://repositorio.ufpel.edu.br:8080/handle/prefix/3430.

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Este estudo objetiva verificar a construção de sentido que emerge a partir das interações frente à proposta de produção de texto mediada por recursos semióticos com o uso das tecnologias digitais móveis. A investigação se deu em uma disciplina de Língua e Literatura III, com 02 hora/aula semanais, nos cursos Técnicos em Informática e Mecatrônica integrados ao Ensino Médio de um Instituto Federal de Educação. Para alcançar o objetivo principal foi desenvolvido um currículo com o intuito de integrar de ações colaborativas por meio de tecnologias digitais móveis com recursos semióticos e para averiguar como os estudantes demostravam a compreensão da escrita literária clássica por meio de recurso semiótico, bem como, relacionar a expressão semiótica apresentada com a leitura que fizeram da obra clássica lida. A fundamentação teórica para a construção desta pesquisa e do currículo proposto foi pautada na revisão teórica sobre as práticas de M-Learning (TRAXLER, 2009; SACCOL, 2010), sobre a colaboração como característica inerente ao ser humano (TOMASELLO, 2003, 2010; PINKER, 2007), no arcabouço ecológico (VAN LIER 2000, 2002, 2004a, 2004b, 2007, 2014; BAKTHIN, 1981) para a construção do currículo intitulado CELL (Currículo Ecológico de Língua e Literatura) pautado no desenvolvimento de consciência, autonomia e autenticidade. A metodologia de pesquisa consistiu na aplicação da proposta do currículo e coleta dos dados obtidos em grupos fechados do Facebook onde os participantes deveriam interagir semanalmente sobre as obras. Os dados foram analisados qualitativamente de acordo com as características do Currículo e da linguagem sobre uma perspectiva ecológica. Os resultados obtidos indicam que é possível integrar as práticas de aprendizagem colaborativa com o uso de tecnologias móveis por meio do currículo desenvolvido. Também identificamos a construção de significado sobre as leituras realizadas nos recursos semióticos trazidos nas postagens dos estudantes. Ainda analisamos em suas interações que a significação dos clássicos lidos se deu pela associação do que leram com as suas vivências e experiências. A facilidade de acesso aos dispositivos móveis e a necessidade de investir nas práticas de letramentos midiáticos representaram fatores importante para a implementação do currículo proposto. Identificamos, porém, que o CELL precisa ser qualificado por meio de investigações que experienciem novas práticas em outros contextos e, apesar de as práticas de avaliação serem evidenciadas nos dados, pensamos que novas propostas possam apresenta-las claramente em uma das etapas.
This study aims to verify the construction of meaning that emerges from the interactions with the proposal of text production mediated by semiotic resources with the use of mobile digital technologies. The investigation took place in Language and Literature III subject, with 02 hour/class per week, in Computer Science and Mechatronics certificate programs integrated to High School in a Federal Institute of Education. To achieve the main objective, a curriculum was developed in order to integrate collaborative actions using mobile digital technologies with semiotic resources as well as to investigate how students demonstrated classical literary writing comprehension through a semiotic resource, and also to relate the semiotic expression presented with the reading that they made of the classic work already read. The theoretical framework of this research and the proposed curriculum is based on theoretical review of M-Learning practices (TRAXLER, 2009; SACCOL, 2010), on collaboration as an inherent characteristic to the human being (TOMASELLO, 1999, 2010; PINKER,2007), in the ecological perspective (VAN LIER 2000, 2002a, 2004b, 2007, 2014; BAKTHIN, 1981; PEIRCE, 1977) for the construction of the curriculum entitled ECLL (Ecological Curriculum of Language and Literature) focused on autonomy, authenticity and awareness. The research methodology consisted in applying the curriculum proposal and collecting data obtained in private groups on Facebook where the participants should interact weekly on the works of art. Data were qualitatively analyzed according to curriculum characteristics and language on an ecological perspective. The results indicate that it is possible to integrate the collaborative learning practices with the use of mobile technologies through the developed curriculum. We also identify meaning construction of the performed readings on the semiotic resources brought in the students' posts. Besides, in their interactions we analyzed that the meaning of the classic readings was based on the association of what they read with their background and experiences. Ease of access to mobile devices and the need to invest in media literacy practices were important factors for implementation of the proposed curriculum. However, we identify that the ECLL needs to be qualified through investigations that experience new practices in other contexts and, although the evaluation practices are evidenced in data, we think that new proposals might clearly present them in one of the stages.
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Beraldo, Sílvia. "O currículo e o desenvolvimento de propostas didáticas baseadas na ecologia de saberes: a formação de alunos crítico-reflexivos." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13718.

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This paper aims at suggesting a new way of organizing a material planning for the English classes for students in the Elementary School, in order to encourage the development of the students critical and reflexive thinking. The theoretical basis for this dissertation is Boaventura de Souza Santos ecology of knowledge theory and Banks multicultural education theory. Both theories principles may help students develop their way of looking at the community where they live in, since these theories are based on the fight against prejudice and alienation. In addition to it, the Socio- Historical-Cultural Activity Theory, as well as the Argumentation theory (LIBERALI, 2013) are the backgrounds of the research and of the analysis here presented. By doing so, this dissertation aims at answering the following questions: (1)How to develop a material planning based on the theory of ecology of knowledge?, and (2) How does the material planning have the potential to develop the multicultural position of the students towards the theme presented during the classes? The data of this research was collected and produced during the classes on prejudice in the fifth grade of the Elementary school in a private school in São Paulo. The Argumentation Theory was applied as a way to analyze the data to find out if there was a change in the development of the critical thinking and position of the students after the material planning was taught. The results of this research show us that we could help develop the students critical thinking. It can be noticed based on the lexical choice the students made and on the use of the scientific knowledge, instead of the ordinary knowledge, to support their opinions about the topic studied: prejudice
Este trabalho objetiva elaborar uma proposta didática de Língua Inglesa do Ensino Fundamental 1 baseada na teoria da ecologia de saberes (SANTOS, 2010), além de analisar como essa proposta pode ajudar no desenvolvimento do posicionamento crítico-reflexivo dos alunos ante o mundo em que vivem. O recorte teórico deste trabalho está embasado na teoria da ecologia de saberes, proposta por Boaventura Souza e Santos (2010), e na teoria da Educação Multicultural proposta por Banks (1999). O que nos leva a organizar uma nova visão de elaboração de propostas didáticas que permitam desenvolver atividades que proporcionem aos alunos momentos de reflexão e que resultem no desenvolvimento de um posicionamento crítico e multicultural do aluno frente à comunidade em que vive. Essas teorias são perpassadas pela Teoria da Atividade Sócio-Histórica e Cultural (TASHC), para apresentarmos questões da historicidade do desenvolvimento do sujeito que se transforma ao ser inserido na sociedade e ao interagir com o outro para a produção de conhecimento. Os dados desta pesquisa foram produzidos e coletados durante as aulas de inglês dos quintos anos do Ensino Fundamental 1baseadas em uma proposta didática de cinco aulas acerca do tema preconceito. A teoria da Argumentação (LIBERALI, 2013) foi utilizada para a análise desses dados coletados e produzidos por meio de questionários aplicados aos alunos, o que me permitiu perceber como os alunos articularam suas ideias, a fim de observar a mudança de posicionamento crítico e multicultural após a proposta didática trabalhada. Os resultados da pesquisa apontam para o fato de que houve melhora no posicionamento crítico-reflexivo dos alunos, especialmente no que se refere à transição do uso de conhecimento cotidiano para o uso de conhecimento científico, a fim de embasarem os argumentos apresentados nas respostas dos questionários. Esse fato demonstra um enriquecimento do repertório do aluno e, consequentemente, o desenvolvimento da postura crítica e multicultural em relação à sociedade em que os alunos vivem.
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Tunes, Stefanie da Silva. "A ecologia linguística na prática docente do professor de português como língua materna: uma prática reflexiva." Universidade Catolica de Pelotas, 2016. http://tede.ucpel.edu.br:8080/jspui/handle/tede/604.

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El objetivo de este estudio fue analizar la práctica de aula en la enseñanza de portugués como lengua madre, mirando el espacio de la escuela a través de una visión integral y constatando en las interrelaciones practicadas por sus autores la ecología vigente en este medio interactivo. Para ello, nuestro marco teórico está compuesto por autores que se ocupan de las prácticas letradas (Kleiman, 1995) y Soares (1998), nuestra concepción lingüística está basada en Bakhtin (2004). La ecología lingüística se basa en los presupuestos traídos en Couto (2007; 2012 y 2016) y la ecología es vista según los fundamentos de Odum (2011) y Townsend, Begon y Harper (2010). Nuestra investigación fue cualitativa, según los conceptos de Duarte (2004) y Senra (1989), en diálogo con profesores de la red de educación superior, responsables por la formación de profesores. Así, tratamos de llevar al campo de los estudios de las prácticas pedagógicas la visión ecológica de mundo – VEM – en orden a caracterizar el aula como un ecosistema, dando a esta la relevancia adecuada en cuanto a la formación del estudiante como sujeto, además de observar los lugares ocupados por el profesor y por el alumno, a la medida que se caracterizan como los autores del ambiente escolar y las implicaciones de estos posicionamientos en las prácticas educativas.
O objetivo do presente trabalho foi problematizar a prática de ensino na sala de aula de português como língua materna, olhando para o espaço escolar através de uma visão holística e constatando nas inter-relações praticadas por seus autores a ecologia vigente neste meio interativo. Para tanto, nosso referencial teórico compôs-se de autores que tratam das práticas de letramento (Kleiman, 1995) e Soares (1998), sendo nossa concepção de linguagem calcada em Bakhtin (2004). A Ecologia Linguística está baseada nos pressupostos trazidos em Couto (2007; 2012; 2016) e a ecologia é observada segundo os fundamentos de Odum (2011) e Townsend, Begon e Harper (2010). Nossa pesquisa caracterizou-se qualitativa, segundo os conceitos de Duarte (2004) e Senra (1989), cumprida em diálogos com docentes da rede superior de ensino, responsáveis pela formação de professores. Assim, buscamos trazer ao campo dos estudos das práticas de ensino a Visão Ecológica de Mundo – VEM – no propósito de caracterizar a sala de aula como um ecossistema, prestando a esta a devida relevância no concernente à formação do aluno enquanto sujeito, além de observar os lugares ocupados pelo professor e pelo aluno, à medida que se caracterizam como autores do ambiente escolar e as implicações de tais posicionamentos nas práticas educacionais.
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Books on the topic "Linguistic ecology"

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Mühlhäusler, Peter. Linguistic Ecology. London: Taylor & Francis Inc, 2003.

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Linguistic ecology: Manipur. Guwahati: EBH Publishers (India), 2011.

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Linguistic ecology: Meghalaya. Guwahati: EBH Publishers (India), 2013.

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Linguistic ecology: Language change and linguistic imperialism in the Pacific region. London: Routledge, 1996.

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Linguistic diversity and national unity: Language ecology in Thailand. Chicago: University of Chicago Press, 1994.

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Language ecology for the 21st century: Linguistic conflicts and social environments. Oslo: Novus Press, 2013.

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Singh, K. S. An anthropological atlas: Ecology and cultural traits, languages and linguistic traits, demographic and biological traits. Delhi: Anthropological Survey of India (in association with) Oxford University Press, 1993.

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Mufwene, Salikoko S. Créoles, écologie sociale, évolution linguistique: Cours données au Collège de France durant l'automne 2003. Paris, France: L'Harmattan, 2005.

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Leather, Jonathan. Ecology of Language Acquisition. Dordrecht: Springer Netherlands, 2003.

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Kovalenko, E. G. Anglo-russkiĭ ėkologicheskiĭ slovarʹ: Okolo 32,000 terminov / E.G. Kovalenko. Moskva: ĖTS, 1996.

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Book chapters on the topic "Linguistic ecology"

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Comellas Casanova, Pere. "Chapter 3. Linguistic ecology." In IVITRA Research in Linguistics and Literature, 29–38. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/ivitra.32.03com.

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Ruiz de Mendoza Ibáñez, Francisco José, and María Asunción Barreras Gómez. "Linguistic and metalinguistic resemblance." In Figurativity and Human Ecology, 15–41. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/ftl.17.01rui.

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Vaish, Viniti. "The Linguistic Ecology of Singapore." In Translanguaging in Multilingual English Classrooms, 11–29. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1088-5_2.

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Zein, Subhan. "Linguistic ecology and language policy." In Language Policy in Superdiverse Indonesia, 27–63. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-2.

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Tosey, Paul, and Jane Mathison. "NLP and Ethics — Outcome, Ecology and Integrity." In Neuro-Linguistic Programming, 144–60. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230248311_12.

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Moody, Andrew J. "The Linguistic Ecology of Multilingual Communities." In Macau’s Languages in Society and Education, 1–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68265-1_1.

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Skribnik, Elena, and Natalya Koshkaryova. "Khanty and Mansi: the contemporary linguistic situation." In Shamanism and Northern Ecology, 207–18. Berlin, New York: DE GRUYTER, 1996. http://dx.doi.org/10.1515/9783110811674.207.

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Nash, Joshua. "Minority Contact Languages, Small Islands, and Linguistic Ecology." In The Palgrave Handbook of Minority Languages and Communities, 531–52. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54066-9_21.

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Phillipson, Robert, and Tove Skutnabb-Kangas. "Linguistic Imperialism and the Consequences for Language Ecology." In The Routledge Handbook of Ecolinguistics, 121–34. New York, NY : Routledge, 2018. | Series: Routledge handbooks in linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315687391-9.

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Laub, Robert W. "The effects of language ecology on syntactic structure." In Romance Languages and Linguistic Theory 2017, 194–203. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/cilt.355.10lau.

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Conference papers on the topic "Linguistic ecology"

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Loktionova, Nadezhda M., Olga A. Fomina, Lidia K. Alakhverdieva, Olesya A. Drozdova, and Olga Yu Potanina. "LINGUISTIC ECOLOGY AS SAFETY FACTOR OF SOCIOCULTURAL CONTEXT." In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.61.

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WANG, XIAO-QIONG. "LANGUAGE ECOLOGY IN TIBETAN AREAS OF WESTERN SICHUAN: PROBLEMS, CAUSES AND STRATEGIES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35659.

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The language ecology in western Sichuan is diverse and complex, and there are nearly 20 ethnic groups and 20 languages intermingled with each other. However, their unique linguistic individuality is often covered by the universal language and become "disadvantaged languages" in their own habitat. Many reasons, of which are mixed ethnic distribution, deficient education resource and economic transformation etc., have led to the loss of linguistic vitality of the ancient languages. Ethnic, bilingual and vocational education are necessary strategies to improve the ethnic language ecology.
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Моисеева, Ангелина. "REVISITING THE LANGUAGE ECOLOGY." In Priorities of the Russian Contemporary Linguistics within language area comprehension. Baskir State University, 2021. http://dx.doi.org/10.33184/psrvoyap-2021-12-10.7.

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SOLODOVNIKOVA, N. G., and M. V. BUSYGA. "THE TERMS ECOLOGICAL AND POSITIVE COMMUNICATION IN THE EMOTIONAL ASPECT." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-102-115.

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Ecological and positive communication are considered and an attempt is made to distinguish them from the positions of emotive linguistics. Based on the material of the currently popular sphere of video blogging on YouTube, the relation of ecological and positive emotive communication is considered. Taking into account the almost ten-year existence of the linguoecological approach to emotions, the concept of ecology is being revised. Examples of ecological and positive emotive texts are given.
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Монастырёва, Алёна. "NEW CONCEPTUAL METAPHORS IN MODERN RUSSIAN: ECOLOGY AND GENDER EQUALITY PROBLEMS, THE FIGHT AGAINST CORONAVIRUS." In Priorities of the Russian Contemporary Linguistics within language area comprehension. Baskir State University, 2021. http://dx.doi.org/10.33184/psrvoyap-2021-12-10.8.

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Dragoescu Urlica, Alina Andreea, Lulzime Kamberi, and Marta Boguslawska-Tafelska. "Communication and Language Learning in Virtual Environments through an Eco-semiotic Lens." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/19.

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The paper explores the interface between the new theoretical approach of ecolinguistics and language educational practices in the new digital environments that we have plunged into during 2020-2021. From the standpoint of ecological communication and eco-semiotics, the exploration highlights its impact on language learning and education in general, as re-contextualized in the new digital spaces we have all been experiencing as educators and learners. The theoretical input from semiotics and conceptual linguistics on the one hand, and educational ecology on the other hand, is paired with a direct empirical analysis of the students’ language learning experience at the USAMVBT University of Timisoara, Romania, the University of Tetova, North Macedonia, and Lomza State University from Poland. Our aim is to better understand how to sustain students’ communicational skills and their overall adaptation to the emerging digitalised educational environment across fields of study.
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Reports on the topic "Linguistic ecology"

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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