Linguistic Biographies

This research investigated the complex processes of identity negotiation among Iraqi undergraduate students within a multilingual context. Using a mixed-methods research design, the study combined qualitative thematic analysis and quantitative data to examine how linguistic practices, such as code-switching (CS) and code-mixing (CM), act as resources for the expression of individual and social identities. Analysing transcripts from 20 episodes of Iraqi TV talk shows and interviews with 15 undergraduates, the study uncovers distinct linguistic patterns shaped by context: Arabic dominance in discussions of cultural topics and English dominance in discussions of academic and aspirational topics. The findings revealed that linguistic choices are not arbitrary but strategic, reflecting students' efforts to balance cultural heritage with global aspirations. The emergent strategies for bridging the cultural gap, making inclusivity possible, and negotiating social dynamics are CM and CS. Such findings foreground the crucial role language plays in the construction, maintenance, and negotiation of identities in complex sociolinguistic landscapes. Results for educational frameworks involve the inclusion of these insights into school frameworks and the recognition of linguistic diversity as a resource in the construction of identities and in intercultural communication.

Questo articolo analizza il romanzo di Eva Hoffman Lost in translation, tradotto in italiano nel 1996 da Donzelli con il titolo Come si dice e ripubblicato nel 2021 da Erickson con il titolo La lingua del tempo.  Dopo aver esplorato i poli lingua e identità culturale, intese l’una come strumento e l’altra come relazione, lo scritto indaga la traiettoria di apprendimento della L2 (l’inglese americano) da parte dell’autrice, investigando il ruolo di questo apprendimento linguistico nella ri-costruzione della sua identità nella migrazione. I risultati dell’analisi possono essere utili in particolar modo per chi opera in contesti plurilingui, sia per decentrare il proprio punto di vista rispetto agli stereotipi e ai pregiudizi talvolta associati all'apprendimento di una L2 in contesto migratorio, sia per comprendere la complessità delle variabili che determinano la ri-costruzione dell’identità linguistica di tutti gli apprendenti.



L2 learning and identity re-construction processes: analysis of eva hoffman’s sociolinguistic autobiography

The present paper analyzes the novel by Eva Hoffman Lost in translation, translated into Italian in 1996 by Donzelli with the title Come si dice and republished in 2021 by Erickson with the title La lingua del tempo.  After exploring the poles of language and cultural identity, understood one as a tool and the other one as a relationship, the paper investigates the trajectory of second language learning (American English) by the author, examining the role of the language learning in the re-construction of her identity in migration. The results of the analysis can be useful in particular for those who work in multilingual contexts, both to decentralize their point of view with respect to the stereotypes and prejudices sometimes associated with second language learning in a migratory context, and to understand the complexity of the variables that determine the re-construction of the linguistic identity of all learners.

Per i soggetti plurilingui, l’esperienza delle lingue conosciute e incontrate è costitutiva dell’identità e accesso alla dimensione intersoggettiva, e l’autobiografia linguistica (da qui AL) è strumento per indagare questi aspetti. Nella sperimentazione, l’AL viene utilizzata come strumento per la formazione di insegnanti, per far loro percepire i legami tra percorsi linguistici e identità e riflettere sui propri vissuti. Verranno presentati strumenti, fasi, prodotti ed esiti dell’esperienza, che ha sviluppato nei docenti consapevolezza del proprio profilo plurilingue e ha promosso sia una autoriflessione sulla propria storia linguistica, identitaria, professionale, sia l’acquisizione di un atteggiamento di apertura, riconoscimento, promozione del plurilinguismo in classe.

INTRODUZIONE L'analisi testuale di corpora di AL (da qui AL) può fornire indicazioni interessanti sia per l'ambito dell'indagine scientifica che per quello didattico, permettendo di ricostruire le traiettorie, le evoluzioni e le percezioni dell'identità linguistica e di conseguenza esplorare motivazioni, strategie, consapevolezze riguardo l'acquisizione delle lingue (Daloiso, Paita 2023); di elaborare un profilo del Good (pluri)Language Learner; di agire con maggiore consapevolezza per rimuovere eventuali ostacoli ad un insegnamento efficace e di sfruttare il repertorio plurilingue per l'insegnamento di una Lx (Dewaele, 2018). Le persone nella scrittura delle proprie AL si affidano a similitudini, espressioni figurate, metafore concettuali su come hanno imparato e imparano le lingue, sui punti di forza su cui possono fare affidamento e su quali sono i timori e gli ostacoli che creano loro difficoltà; ancora, metafore e similitudini sono una rappresentazione del sé plurilingue e della propria identità pluriculturale (Pavlenko, Lantolf, 2000). Metafore e similitudini possono quindi essere esplorate per cogliere le tracce delle influenze tra le lingue in contatto e le manifestazioni della coscienza plurilingue filtrate attraverso rappresentazioni e atteggiamenti personali. Sulla base di questi assunti, nel 2022 (Cardona, Celentin, Luise c.d.s.) abbiamo compiuto una ricerca su un corpus di 81 AL scritte in italiano da studenti universitari non italofoni di un'età compresa tra i 19 e i 30 anni; il corpus è stato sottoposto ad analisi testuale e analizzato in termini di concordanze, vocabolario, segmenti ripetuti. I risultati dello studio sono stati presentati nel 2022 e sono in corso di pubblicazione. Lo studio qui presentato vuole essere il prosieguo di quella ricerca.

Le label CertiLingua est un certificat d’excellence européen destiné aux élèves de dernière année de l’enseignement secondaire. Il vise à valoriser les compétences multilingues et interculturelles acquises dans le cadre de la mobilité internationale et des parcours scolaires. Cet article analyse les origines, les critères d’obtention, les avantages et les perspectives de ce certificat, en relation avec le rôle crucial que l’éducation multilingue et interculturelle a acquis en Europe.

In this paper, we explore intercultural communication as dialogue occurring in a third space. Through seven students' reflective essays on group-based intercultural learning, we analyse the ever-shifting communicative space that interlocutors produce through negotiating the meanings of difference and power and their dialogic relations with the other. Based on the findings, we propose intercultural dialogue (and intercultural communication) as a political and ethical response to the thirdness in the in-between space of communication, inherent in the character of social life but not always possible nor desired. We therefore suggest 'principles' for such dialogue be seen in this space and not as a teleologically-achievable ideal that privileges self-expression and normalises difference through a 'cultural diversity' discourse.

Notre article propose une réflexion autour de l’encadrement institutionnel européen de la biographie linguistique et du plurilinguisme d’une manière appliquée. Il constitue une étude de cas en diachronie, à partir du suivi des apprenants d’origine italienne (et non seulement) scolarisés en Allemagne sur une durée de plusieurs années dans le but d’étudier le bilinguisme des enfants des migrants. L’article fait état également des compétences plurilinguistiques des enfants des migrants jusqu’à la troisième génération.

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions
to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A
semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Un atelier de gaïagraphie est expérimenté depuis octobre 2022, au sein du Master 2 ERPUR (Stratégies de développement durable et périurbanisation) à l'Université de Rennes, qui forme des écologues aux sciences humaines et sociales. Cet atelier est né de l'intention de construire un dispositif pédagogique visant à développer l'art de l'attention. Quatre étudiantes ont été mises en situation d'observation participante au sein du Collectif dignité cimetière qui cultive des fleurs pour les sépultures à l'abandon et celles des personnes isolées et/ou aux ressources insuffisantes. Notre étude vise à comprendre dans quelle mesure cet atelier contribue à susciter mutuellement une évolution du rapport au monde multispécifique chez les étudiantes, chez les partenaires de l'atelier, et au-delà, en nous focalisant ici sur l'expérience rapportée par les étudiantes.

Alvar Aalto (1898–1976) is the most renowned architect in Finland internationally, and his life and work are constantly being studied all over the world. Aalto’s personal his­tory includes an exceptionally diverse linguistic dimension, and he was a well­known cosmopolitan and polyglot in his time. However, to date his linguistic history has not been studied. The aim of this study is to fill this gap in Finnish and international Aalto scholarship by writing Aalto’s linguistic biography. The article puts together for the first time the linguistic repertoire and resources of the multilingual and verbally gifted Aalto and sets them in the wider context of linguistic studies, thus paving the way for future research on the topic. The study adds to our knowledge of Aalto’s life, especially from a linguistic perspective and in the context of twentieth­century history.

The primary corpus for this study consists of two complementary sets of data: existing literature on Aalto, and archive materials. Most important in the literature are the many studies on Aalto in Finnish, Swedish and English, which are examined by qualitative close reading. This data is supplemented from the archives of the Alvar Aalto Museum in Jyväskylä, Finland, which have hitherto not attracted much attention from earlier linguistic scholars. The result is an exhaustive synthesis of Aalto’s linguis­tic repertoire and resources based on polyphonic literary documentation. The data is examined with three themes in mind: Aalto’s use of Finnish and Swedish; Aalto’s use of foreign languages; and Aalto’s linguistic contexts and communities, especially Ar­tek and Aalto’s firm of architects. Each one includes questions about language choice, linguistic preferences, and linguistic competence. With their help, the picture of the multilingual Aalto begins to take shape and come into focus.

This article presents a biographical experience carried out in the form of biographical interviews with French teachers working in middle school in Algeria. These interviews allowed them to adopt a reflective posture questioning their knowledge, their know-how and their interpersonal skills to contextualize them and adapt them to the diversity of teaching/learning situations. Based on the results of this experience, we propose a didactic recommendation including this biographical work in initial training for French teachers. This training modality invites them to write their language biographies, stories essentially centered on their language-learning path from school to the moment of training. The objective is to get them to reflect on the evolution of the teaching practices to which they have been the recipients throughout their school career or even beyond in order to assess their relevance and effectiveness.

In this article, I argue that a thorough analysis of literary multilingualism and code-switching needs to take their metalinguistic dimension into account. Many scholars have noticed multilingual authors’ tendency to frame code-switches with metalinguistic comments, but they are sometimes treated marginally, or as just one of the many functions of code-switching. My article argues that metalanguage is, in fact, a fundamental characteristic of literary multilingualism, and key to its interpretation. This is particularly evident when we look at how the contemporary Italian writers Laura Pariani, Silvana Grasso and Elena Ferrante construct their characters through linguistic biographies, and how they describe dialect use, bilingualism, language loss and shift and other collective and individual sociolinguistic processes. I also show that metalanguage needs to be analysed together with other tools used by authors to flag multilingualism: namely intratextual translations and peritextual elements (such as glossaries or notes), but also visual cues, such as italics.

This case study explores Turkish–English-Arabic multilingual identity sequentially and simultaneously constructed by two refugee siblings raised by their multilingual mother in the family environment where they interact in English and Arabic while they are exposed to Turkish in societal surroundings.  By focusing on the multilingualism experiences of a 7-year-old boy and a 10 –year old girl, the study aimed to explore the multilingualism of the children practising their languages.  The study is filling the void of refugee children identity and language development under scrutiny via data triangulation, consisting of field notes of the researcher, a metaphor questionnaire, and semi-structured interviews. The findings suggest multilingual identity development is a way socialization and achieving success in their host country. The study offers implications for multilingual child-raising in refugee setting offering the simultaneous use of the language repertoire of children fostering th...

Esperanto and Modern Hebrew have quite opposite origins and purposes: the former is a constructed language and the latter is reconstructed. Constructed languages are a mere linguistic exercise that can become a tool of uniformity when combined with ideology. On the other hand reconstructed languages such as Hebrew offer hope that other such instances can be brought back to life and that wrongs that made them extinct can be undone. Language nests have proven to be a successful method in language revival policies

Nesta contribuição, refletimos sobre como a Sensibilização à Diversidade Linguística (SDL) (CANDELIER, 2003), aliada aos Métodos Visuais (MELO-PFEIFER & SIMÕES, 2017; KALAJA & MELO-PFEIFER, 2019), pode colaborar no desenvolvimento da competência plurilingue e pluricultural (COSTE; MOORE; ZARATE, 2009) de migrantes e refugiados recém-ingressos na Universidade Federal do Paraná (UFPR). Para tanto, durante a disciplina Português: Práticas Textuais Acadêmicas, ofertada pelo curso de Letras para esse público, exploramos as biografias linguísticas dos discentes para que, primeiramente, eles se reconhecessem como sujeitos plurilíngues. Assim, ao final da atividade, os alunos puderam refletir sobre como essas línguas, que compõem seus repertórios linguísticos, podem auxiliá-los no aprimoramento da língua-alvo, neste caso, do português acadêmico.

Although there is an increasing body of research on the formation/re-formation of language teacher identity, there are still contexts within the professional practice of language teachers that remain relatively unexplored. One such context is the oral examination situation undergone by language teachers in Poland as part of the procedure for professional promotion. During this examination, teachers are expected to present their work, taking the prescribed ministerial regulations as their reference point. As access to teacher identity can be obtained through teacher talk about themselves, the presentations can be treated as teacher-made identity texts. Drawing on the 3A (affiliation, attachment, autonomy) Language Teacher Identity Framework (3ALTIF), this qualitative study focuses on the narratives of 15 examinees, all of whom are in-service English teachers, with a view to discovering: (a) what interpretative repertoires the participants employ with regard to conceptualizations of t...

Intorno agli anni '70 del secolo passato, e poi successivamente, in Spagna si accrebbe moltissimo l'accesso all'Università e si ampliò grandemente il ventaglio dei contenuti e del personale docente al suo interno. Fu in quel momento che il Prof. Dr.

In the Tuat, southern Algeria, Arabic is the major language variety; whereas, Zenet is a minor dialect neither taught at school nor promoted at the societal level. The objective of the present paper is to give a glimpse about the sociolinguistic changes that are underway in the Tuat, such as the actual position of Zenet at the institutional and societal levels, through objective measurements such as the national census, the school, and the radio programs. The paper focuses on the recent developments underwent by Zenet at the Radio of Adrar since 2006. This variety of Tamazight is witnessing an evolution in the program schedules and frequencies of broadcast, but no noticeable changes on the educational and the social levels. Hence, Zenet may be considered as an endangered language variety, since it does not receive governmental and institutional supports nor any local encouragement and promotion.

U radu se preispituju sadržaji i metode proučavanja jezika i kultura u doticaju od njihovih početaka do konca 20. stoljeća. Rad čine četiri cjeline. U uvodnom dijelu rada promišljaju se pristupi fenomenu jezičnih i kulturnih doticaja kroz povijest. Povijesnom pregledu slijedi dio posvećen pojmovnom određenju jezične doticajnosti. Treći dio rada donosi analizu znanstvenog i metodološkog odnosa prema interlingvističkoj fenomenologiji. Zaključni dio rada ukazuje na nedosljednost jezičnoga elitarizma u proučavanju jezika i kultura u doticaju.Il saggio discute i contenuti e i metodi della ricerca interlinguistica dagli inizi alla fine del XX secolo. Il saggio è diviso in quattro parti. Nella parte introduttiva vengono discussi gli approcci alla fenomenologia interlinguistica attraverso i secoli. Dopo il breve sguardo storico il contatto linguistico viene inquadrato dal punto di vista della sua esaustività concettuale. La terza parte analizza la qualità del rapporto scientifico nello stud...

U radu se preispituju sadržaji i metode proučavanja jezika i kultura u doticaju od njihovih početaka do konca 20. stoljeća. Rad čine četiri cjeline. U uvodnom dijelu rada promišljaju se pristupi fenomenu jezičnih i kulturnih doticaja kroz povijest. Povijesnom pregledu slijedi dio posvećen pojmovnom određenju jezične doticajnosti. Treći dio rada donosi analizu znanstvenog i metodološkog odnosa prema interlingvističkoj fenomenologiji. Zaključni dio rada ukazuje na nedosljednost jezičnoga elitarizma u proučavanju jezika i kultura u doticaju. 

Autor u članku donosi informacije o svakodnevnom životu stanovnika sela Žejane na Ćićariji u dvadesetom stoljeću. Koristeći se literaturom, usmenim iskazima i arhivskim gradivom iz Hrvatskoga državnog arhiva autor iznosi podatke o načinu života jednoga ćićarijskog sela kroz dvadeseto stoljeće. Velike promjene koje su se zbile u svijetu, pa tako i na Ćićariji u dvadesetom stoljeću, uzrokovale su značajne promjene i u načinu života lokalnoga stanovništva. Kao posebnost Žejana ističe jezičnu specifičnost i očuvanje toga manjinskoga, žejanskog jezika zahvaljujući dugotrajnoj prostornoj i društvenoj izoliranosti sela.

New adolescent migrants from Arabic-speaking countries face complex challenges when participating in regular mathematics classes in Germany: They have been educated in their family language(s) and are obliged to adapt to a new (second or target) language and to different styles of teaching. In contrast, 3rd generation multilingual students, who usually are schooled in German only, have rarely ever used their family languages in mathematics. This poses different challenges for the introduction of multilingual teaching and learning. By comparing German-Turkish 3rd generation students and adolescent refugees from Arabic speaking countries, both in 7th grade, this paper argues for the epistemic importance of considering “multilingual profiles” (i.e. including individual languages and history of migration) for linguistic analyses as well as for didactical designs of learning opportunities. For this purpose, a functional pragmatic discourse analysis of transcribed video-data from bilingua...

A research study on the experience of the Jewish community in Blackpool during the mid 20th century. This paper is based on personal observations of growing up in Blackpool and is composed of a series of interviews with those who were Jewish boys and girls growing up in the seaside town between 1950 and 1970. It analyses the experience of children and grandchildren of Ashkenazim who left Eastern Europe in the late 19th and early 20th centures. Questions asked explore identity, Antisemitism, Yiddish, Zionism and the way that Jews in this town interacted with the entertainment industry during the post war years.  Differences between female and male expectations are revealed. The Jewish Historical Society England supported this research.

If language biography „is based on the individual’s ability to recount the constituent elements of his or her experience in the linguistic and cultural domains” (Molinié, 2006: 1), we argue that this ability to recount is exemplary among allophone authors who have become writers in French and that their language (auto)biographies constitute a corpus that should be promoted for the teaching of literature in FLE. Each author is in fact an autobiographer who, text after text, continues to „reappropriate his or her own language history as it has been constituted over time” (Perregaux, 2002: 83). The works, written by learners who have already become authors, all recount the hazards of learning French, whether in an institutional or informal context, and the difficulty of the in-between languages and cultures (Alcoba, Alexakis, Cheng, Djavann, Huston, Kang, Svit, Wei-Wei...). These works are all marked by doubling and interlocution, and even when French has been known for a long time, by...

Hefer Gila, The Use of Code Switching as a Communicative Strategy by the Lubavicher Emissaries Working with Jewish American Students: The Interaction Between Lubavicher Emissaries and their American Students [Zmiany kodu językowego jako strategia komunikacji wykorzystywana przez Emisariuszy Chabad-Lubawicz w pracy ze studentami amerykańskimi żydowskiego pochodzenia: interakcja pomiędzy Emisariuszami Chabad-Lubawicz i amerykańskimi studentami].

In this chapter, we present three ongoing dissertation projects that emerged from the research project “migration-related multilingualism and educational professionalism” (led by Julie A. Panagiotopoulou and Lisa Rosen). The common ground of these projects is the focus on German schools abroad and the qualitative research approach to firstly, translingual practices and language ideologies, secondly, multilingual educational biographies of students, and thirdly, transnational professional biographies of teachers.

Hebrejsko pismo se sastoji od 22 slova, koja se pišu s desna na levo, odozgo na dole. Svako slovo je jedan glas, s tim što u hebrejskom jeziku pet slova imaju poseban oblik pisanja kad se nalaze na kraju reči, što se zove sofit - krajnje. Glasovna vrednost tako napisanog slova se ne menja. Ovaj udžbenik koristi sefardski izgovor koji se koristi i u Državi Izrael. Ipak, u tabeli je kod nekih slova u zagradi napisan i aškenaski izgovor, da bi korisnik ovog udžbenika u najkraćem bio obavešten o razlikama u izgovoru između ove dve zajednice.The Hebrew alphabet has 22 letters, written from right to left, from top to bottom. Each letter is one voice, with the fact that in the Hebrew language five letters have a special form of writing when they are at the end of a word, which is called a sofit - final or ending. The phonetic value of the letter thus written does not change. This textbook uses a Sephardic pronunciation that is also used in the State of Israel. However, in the table, the As...

This article proposes a reflection on the usefulness of the autonarration method for research in language didactics and plurilingualism. Starting from a definition of the autonarration relating to the field of teaching / learning of languages and cultures, we then explain the specificity of the plurilingual competence to justify the choice of the autonarration as a method well adapted to the study of learning to aim at the development of such a competence. We then present the types of autonarration practised and their functions as well as possible difficulties for research. Our words are supported by examples of research whose purpose was to examine the impact of plurilingual competence in the teaching / learning languages.

The first volume of the early writings (largely his journalism-the specific form of his political militancy in this period) has come out after the second one, covering 1917, due to the even greater complexity of assembling and ascertaining authorship to the articles. These often appeared anonymously, sometimes with initials or an abbreviated name, and were sometimes subject to rigid censorship. In the latter case all efforts have been made to trace and reinstate the missing sections. In all, about 400 texts of various kinds are included in the volume, which supersedes previous collections dating bak to the last quarter of last century. At the start of the volume is a transcription of Gramsci's very first journalistic article, published in 1910, as correspondent during his summer vacation, from the township of Aidomaggiore, near Ghilarza. The review pays particular attention to Gramsci's involvement in education, and especially to the adult educational question, long-ignored by successive governments from unity of the country on to the period covered. There are comments on his own formative school experience. Essays that he wrote at the high school (lycée) in Cagliari are included in the volume, but in the review we also transcribe, as an important key to his later thinking, the essay that marked the end of his elementary school period, a text not published in the volume since it lies outside the time period dealt with. Closely allied to the question of education is that of culture and the type of culture that remained to be acquired by the subaltern classes in order to transform their living conditions.

Am 13. Oktober 2000 starb der Historiker Peter Borowsky, ein "Schüler" Fritz Fischers, im Alter von 62 Jahren. Nahezu vier Jahrzehnte hat er an der Universität Hamburg gewirkt: als Student, Wissenschaftlicher Assistent, Wissenschaftlicher Oberrat und Privatdozent für Neuere und Neueste Geschichte. Im Jahre 1996 wurde ihm der Titel "Professor" verliehen; eine Professorenstelle jedoch blieb ihm verwehrt. Als Autor auflagenstarker Geschichtswerke erreichte Peter Borowsky ein großes Publikum. Die gemeinsam mit Barbara Vogel und Heide Wunder verfasste, 1975 erstmals erschienene Einführung in die Geschichtswissenschaft ist bis heute ein wissenschaftlicher "Bestseller"; Borowskys Hitler-Biographie für Jugendliche und seine Überblicksdarstellungen zur Deutschen Geschichte nach 1945 erlebten ebenfalls zahlreiche Auflagen. Der Schwerpunkt seines Wirkens aber lag in der akademischen Lehre, in der er Herausragendes leistete. Generationen von Geschichtsstudierenden ...

Izvadak Autor u članku donosi informacije o svakodnevnom životu stanovnika sela Žejane na Ćićariji u dvadesetom stoljeću. Koristeći se literaturom, usmenim iskazima i arhivskim gradivom iz Hrvatskoga državnog arhiva autor iznosi podatke o načinu života jednoga ćićarijskog sela kroz dvadeseto stoljeće. Velike promjene koje su se zbile u svijetu, pa tako i na Ćićariji u dvadesetom stoljeću, uzrokovale su značajne promjene i u načinu života lokalnoga stanovništva. Kao posebnost Žejana ističe jezičnu specifičnost i očuvanje toga manjinskoga, žejanskog jezika zahvaljujući dugotrajnoj prostornoj i društvenoj izoliranosti sela. Abstract In the article, the author presents information on everyday life of the inhabitants of Žejane village on the Ćićarija Mountain in Istria during the 20 th century. By using literary sources, oral accounts, and archival fund of The Croatian National Archives, the author presents information about the way of life of the village on Ćićarija Mountain during the ...

In recent years, there has been a growing body of literature focusing on teacher identity and teacher beliefs, which are key aspects in understanding classroom processes. While there is an increasing number of studies regarding the identity and beliefs of practising teachers, studies on trainees are rare, and studies aiming to compare and contrast different learning environments are even less frequent. The aim of the present study is to investigate the ways in which different socio-cultural contexts influence student teachers’ vision of their future professional identity and that of their future ideal lessons. Our participants are English-language teacher trainees from Szeged (Hungary) and Miercurea Ciuc (Romania). At the time of the data collection, they had not yet started their methodology courses or their teaching practice. As the first step of a longitudinal study, they were asked to create a visual image of their ideal future lesson by drawing or making a collage. Also, they w...

Due to the multicultural environment in Istria which also gave grounds to the need to protect and foster the rights of the Italian minority in this region, there are numerous educational institutions that offer a programme in Italian language for preschool and elementary school children. Our research has shown that those programmes are not attended only by children of the Italian minority but also by children of Croatian origin, who are not native speakers of Italian. The purpose of our research was to establish the reasons why parents choose an education in Italian for their children, and to find out if there is a correlation between the choice to continue the education in Italian language and the native language that the children speak. Our research has included preschool teachers and teachers in primary education that work in kindergarten and elementary schools in Italian language in Istria. The research has shown that according to the perceptions of preschool and primary school teachers, as well as taking into consideration the opinions of parents, it is possible to conclude that parents often enrol their children in preschools and elementary schools mostly because they want them to continue their education in the Italian language, because they want their children to learn how to better use the second language (SL), or to help them create their ethnical identity and to promote the conservation of Italian culture, traditions, customs and values. Data collected in this research will be used to analyze the influences of multicultural surroundings with regards to learning Italian as a SL by children, native speakers of Croatian, as well as to promote the development of intercultural interaction and respect for diversity between children.

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If language biography „is based on the individual’s ability to recount the constituent elements of his or her experience in the linguistic and cultural domains” (Molinié, 2006: 1), we argue that this ability to recount is exemplary among allophone authors who have become writers in French and that their language (auto)biographies constitute a corpus that should be promoted for the teaching of literature in FLE. Each author is in fact an autobiographer who, text after text, continues to „reappropriate his or her own language history as it has been constituted over time” (Perregaux, 2002: 83). The works, written by learners who have already become authors, all recount the hazards of learning French, whether in an institutional or informal context, and the difficulty of the in-between languages and cultures (Alcoba, Alexakis, Cheng, Djavann, Huston, Kang, Svit, Wei-Wei...). These works are all marked by doubling and interlocution, and even when French has been known for a long time, by...

Cfr. T. Baumann, Gramsci traduttore delle fiabe dei fratelli Grimm, in F. Lussana-G. Pissarello (a cura di), La lingua/le lingue di Gramsci e delle sue opere. Scrittura, riscritture, letture in Italia e nel mondo, con un saggio introduttivo di G. Vacca,

En contexte de l’Asie du Sud-est, l’enseignementapprentissage du français en Thaïlande est considéré comme deuxième langue étrangère, après l’anglais. De plus, le conditionnement d’utilisation du français en Thaïlande est totalement différent du CECR. *éanmoins, le programme de français des affaires de l’Université Rajabhat Chandrakasem doit répondre aux nécessités du marché du travail et au courant de la globalisation. Même si le concept de portfolio dans la classe des langues pour les Thaïlandais n’est pas équivalent à celui des Européens, l’introduction du portfolio des langues dans la formation des futurs travailleurs à l’URC peut évidemment apporter beaucoup de bénéfices chez les apprenants aussi bien dans la perspective de représentation que dans la perspective de transformation.

Public discourse in a range of countries has been reported to be characterised by Othering practices that support dichotomies between a national and monolingual "in-group" and multilingual speakers who are constructed as secondary citizens and often associated with special needs, even if they have grown up locally. Less in the focus of analysis is the fact that such patterns are also found in our field, and a closer look at linguistic publications reveals that certain patterns of Othering might be typical or even systemic, rather than exceptional. Exclusionary practices are evident in terminology that continues to reflect a narrow, monolingual view of (ethnic and) linguistic in-groups. Monolingual practices still tend to be canonised as defining the normal, unmarked case, and bilinguals are then assessed against this yardstick in terms of deviations. As a result, they can be erased as native speakers, have their language use analysed through a lens of potential errors and problems, or be excluded from the speaker pool for linguistic analysis. We present examples from different linguistic subdisciplines and discuss language-ideological implications and possible effects on research perspectives and agendas.

Članak govori o židovskoj obitelji u inozemstvu u Knjizi o Tobiji (Tob). Strukturiran je u dva dijela. Nakon uvoda, u kojem je ukratko rečeno o Tob (autor, mjesto i vrijeme nastanka, tema, jezik i recenzije), članak obrađuje prvi dio, tj. povijesni kontekst Tobitova izgnanstva i kratak sadržaj knjige. Drugi dio donosi obiteljsku sliku, počevši od Tobitovih savjeta sinu Tobiji prije odlaska u Mediju. U tom dijelu dotaknute su i druge teme vezane uz obitelj, kao što su: zlatno pravilo, solidarnost, milostinja, odnos muža i žene, endogamni brak, eshatologija, obitelj koja štuje Boga i koja se drži vanjskog i unutarnjeg kulta, obitelj koja drži do obiteljskih vrlina i koja je otvorena prema drugima te život u dijaspori, koji ipak nije bez radosti, zaštite i nade. Ukratko, situacija u progonstvu i nije bila tako beznadna jer je tu bilo i elemenata radosti, ženidbe, blagdanskih slavlja itd. U obitelji se molilo i radilo, vjerovalo i nadalo, ljubilo i trpjelo te bilo otvoreno prema bližnji...

Distribution électronique Cairn.info pour De Boeck Supérieur. © De Boeck Supérieur. Tous droits réservés pour tous pays. La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

U ovom članku autor ukazuje na postojanje židovskoga duhov- nog otpora tijekom Holokausta. Svoje istraživanje autor temelji na ponašanju običnih religioznih Židova tijekom doba Holokausta, koje je temeljito dokumentirano u literaturi rabinskih responsa nastalih u tom razdoblju. Autor najprije objašnjava literaturu response, nje- zinu povijest, status u židovskoj rabinskoj literaturi te njezinu jedin- stvenost u židovskom Zakonu, te je uspoređuje s drugim zakonskim sustavima. Središnji dio članka zauzima nekoliko responsa koje je autor odabrao nakon istraživanja rijetke literature - nekoliko knjiga responsa koje su napisali rabini koji su preživjeli Holokaust. Pitanja su postavljali obični Židovi tijekom Holokausta. Autor donosi i pita- nja i odgovore te ih analizira pomoću mnogih izvora rabinske literatu- re, od talmudskih vremena, preko srednjega vijeka sve do modernog doba. Autor je ovu literaturu prvi put preveo na hrvatski s hebrejsko- ga i aramejskog jezika.In this article the ...

Il lavoro discute alcuni aspetti della politica linguistica attuata dalla Regione Sardegna, in particolare la proposta del 2006 di standard di sardo scritto amministrativo, chiamata Limba Sarda Comuna. Vengono soprattutto discussi tre aspetti problematici: (i) le modalità attinenti la genesi di tale standard; (ii) gli aspetti funzionali, comunicativi e simbolici; (iii) il tipo di lingua che emerge da tale standard.

HUMANITIES 150 anni di D'Annunzio: il personaggio, le imprese, le opere 150 anni di D'Annunzio: il personaggio, le imprese, le opere ATTI DEI COLLOQUI DOTTORALI I Presentazione 150 anni di D'Annunzio: il personaggio, le imprese, le opere è stato il tema dei Colloqui dottorali che si sono tenuti dall'11 al 13 novembre 2013 nella Sala Mostre del Dipartimento di Civiltà antiche e moderne dell'Università di Messina. A promuoverli il Dottorato di ricerca in "Storia delle forme culturali euromediterranee: Studi storici, geografici, religiosi, linguistici e letterari". A conclusione di un lungo quanto accurato lavoro preparatorio che ha visto impegnati giovani e giovanissimi studiosi appartenenti ad aree disciplinari diverse ma accomunati dalla medesima passione di studio e di ricerca, nel corso di tre sessioni di lavoro dottorandi e dottori di ricerca hanno esposto i risultati di indagini critiche improntate alla sinergia interdisciplinare e alla feconda cont...

Cilj je ovoga rada utvrditi promjene kvantitativne varijabilnosti na leksičkoj razini u govoru Betine na primjeru četrdeset osam odabranih termina iz područja maslinarstva. Polazeći od pretpostavke da mlađi govornici koriste manje dijalektalnih varijanti od njihovih starijih sumještana, u radu razmatramo tri razloga dijalektalnih promjena: jezična akomodacija, društvene i ekonomske promjene i rod kao čimbenik promjena. Istraživanje je provedeno putem strukturiranog upitnika među dvjema generacijama govornika. Leksički je korpus prikupljen od šest ispitanika i ispitanica starije generacije govornika, a zatim je među devet mlađih ispitanika i ispitanica provjereno poznavanje značenja i upotreba termina. Analiza rezultata pokazala je da 63 % govornika poznaje značenje, a njih 43 % koristi se terminima iz područja maslinarstva što upućuje na smanjenje kvantitativne varijabilnosti i na dijalektalne promjene na leksičkoj razini u govoru Betine.