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Language and Community-Based Tourism in Thailand: Use, Needs, Dependency, and Limitations
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 13 ; 1 ; 57-79 ; Tourism and the Sustainable Development Goals (2020)
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| 42 |
O translingualismo como política linguística: em defesa do espanhol como língua franca
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In: Raído; v. 14, n. 36 (2020); 267-289 ; 1984-4018 (2020)
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Translation at International Organizations: The Legal and Linguistic Hierarchies of Multilingualism
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In: ISBN: 978-0-19-006720-5 ; The Oxford Handbook of Translation and Social Practices pp. 455-477 (2020)
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| 44 |
Legal English as a lingua franca in academia: The strategic use of repetitions in lectures
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| 45 |
Percepciones de alumnos y profesores sobre el uso de la lengua franca en aulas de ELE de adolescentes plurilingües
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| 46 |
Problems of mastering the grammar of Russian as a foreign language when teaching Francophones (from the point of view of a military institute)
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| 48 |
Raising children multilingually: non-native English as part of family language policies
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| 50 |
La riformulazione in inglese del discorso legale italiano come processo di ‘ELFentextualization’
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In: Lingue e Linguaggi; Volume 39 (2020); 221-234 (2020)
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| 51 |
Uses of English as a Lingua Franca in Domain-specific Contexts of Intercultural Communication
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In: Lingue e Linguaggi; Volume 38 (2020) - Special Issue (2020)
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| 52 |
A Plurilingual Approach To Elt In Primary School: Towards An Ecological Perspective
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Abstract:
This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages. ; Šiame straipsnyje nagrinėjama, kaip daugiakalbis ir ekologinis anglų kalbos mokymo metodas padeda pasiekti geresnius rezultatus pradinėje mokykloje, nepriklausomai nuo mokinio gimtosios kalbos. Straipsnis paremtas pirminiais tarptautinio tyrimo, atlikto trijose labai skirtingose šalyse (Norvegijoje, Kinijoje ir Ispanijoje), rezultatais. Nors tyrimo projekte dalyvavo 328 dalyviai, straipsnyje aptariami 133 mokinių pirmojo eksperimento etapo rezultatai. Straipsnyje aprašomas daugiakalbis komunikacinis anglų kaip užsienio kalbos mokymo metodas, atskiriant kalbą komunikacijai ir kalbą identitetui išreikšti. Tyrime nagrinėjama dabartinė mokymo politika tiriamose šalyse ir analizuojamos tarpkultūrinės ir lingvistinės perspektyvos anglų kalbos mokyme, kartu skatinant teigiamą gimtosios kalbos vartojimą kaip jungiamąją priemonę komunikacinėje sistemoje. Tyrimo dalyviai buvo suskirstyti į kontrolinę ir eksperimentinę grupes, kuriose buvo taikomi tiek tradiciniai, tiek daugiakalbiai mokymo metodai. Po kursų buvo laikomas testas ir pildomas Likerto skalės klausimynas, kurio tikslas buvo atskleisti dalyvių požiūrį į gimtąją ir anglų kalbas bei motyvaciją jas mokytis. Remiantis stebėjimais ir gautais rezultatais galima teigti, jog daugiakalbis metodas, kuriame gimtoji kalba yra naudojama kaip įrankis anglų kalbos mokyme, pagerina anglų kalbos žinias ir išvysto ekologinį kalbų supratimą.
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Keyword:
Anglų kalba kaip lingua franca; Daugiakalbis mokymo metodas; ELF; Gimtoji kalba anglų kalbos mokyme; Kalbos ekologija; Kalbos politika; L1 in English learning; Language ecology; Language policy; Plurilingual approach
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URL: http://hdl.handle.net/10234/189934
https://doi.org/10.2478/sm-2019-0004
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| 53 |
Challenges of monolingual intercultural communication in the context of the languages connect strategy
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Lifelong learning and esp vocabulary: Reflections in telecommunications and ICT ; Vseživljenjsko učenje besedišča angleščine kot jezika stroke: Refleksije na področju telekomunikacij in IKT
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In: ELOPE: English Language Overseas Perspectives and Enquiries [ISSN 1581-8918], v. 17 (2), p. 195-218, (Enero 2020) (2020)
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| 56 |
The Advantages of Choosing a Multilingual Perspective in Teaching English as a Lingua Franca (ELF)
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| 57 |
Queer Identities and Expression in Romance Languages
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In: Anthropology Senior Theses (2020)
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| 58 |
Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 704-714 (2020) (2020)
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EXPOSURE TO ENGLISHES IN LISTENING CLASSROOMS: THE PERSPECTIVES OF INDONESIAN ESL LEARNERS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 1, Pp 49-68 (2020) (2020)
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English as a Lingua Franca from an applied linguistics perspective: In the context of Japan
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In: Russian Journal of Linguistics, Vol 24, Iss 3, Pp 633-648 (2020) (2020)
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