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Heritage Mandarin speakers' production of Mandarin and English ...
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| 506 |
The icing on the cake. Or is it frosting? The influence of group membership on children’s lexical choices ...
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| 507 |
Materials for Chang et al. (2011), Chang & Yao (2016, 2019, 2022) ...
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| 508 |
Ticuna (tca) language documentation: A guide to materials in the California Language Archive
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| 509 |
Woɗeere Salortaama ; English is not beyond you
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: Fulfulde Literacy Promotion Project, 2021
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| 510 |
Child language documentation: The sketch acquisition project
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| 511 |
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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| 512 |
Primäre Herkunftseffekte unter besonderer Berücksichtigung der Mehrsprachigkeit und Input als wesentliche Faktoren der kindlichen Sprachentwicklung
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 525-530 (2021)
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| 513 |
Protecting Endangered Languages: The Case of Irish
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In: Studies in Arts and Humanities ; 3 ; 2 ; 109-130 ; Traveller Ethnicity (2021)
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| 514 |
"Doch nicht auf Russisch!" - Perspektiven von Kindern auf Sprachbildungsprozesse im Rahmen familialer Vorlesesituationen mit mehrsprachigen Bilderbüchern
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 420-434 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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| 515 |
The pre-nasal allophonic splitting of /ɛ/ in Toronto Heritage Cantonese
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In: English Faculty Scholarship (2021)
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| 516 |
Colloquialismos para el aula universitaria ; Colloquialisms for the university classroom
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Abstract:
Discourse competency teaching in the language-other-than-English (LOTE) classroom is often limited to formal grammar concepts, formal cultural competency, standardized canonical readings. Informal language, and informal oral interactions are largely ignored or even suppressed or, in the case informal language appears in a text under study, the informal language is often redacted in the standard textbook. The general approach is to give students linguistic competency in formal or professional settings and thus it is best to teach students the most standard forms of the language. Informal competency will be acquired once they are in an immersion context. However, cultural competency includes the ability to have informal interchange in the moments outside of the formal exchanges of a professional meeting. Advanced students exhibit gaps in understanding and struggle to express themselves using native-like expressions in the target language. Students are typically not expressly taught about colloquial language such as gestures, filler words, colloquialisms or swear words. The formality of university classroom environment proscribes the use of more colloquial words and—to a greater degree—the use of swear words. As a result, while well- intentioned, students find themselves struggling to understand colloquialisms, which are in their nature affective and polysemic. Therefore, due to the emotive charge and their various uses, colloquialisms are frequently used in speech by no small number of speakers and are more difficult for students learning a second language to know the gradations of affective load that are attributed to these words. A selection of 15 Castilian Spanish colloquialisms is analyzed in this study. The geographic limitations of these terms are attributable to the lack of corresponding intelligibility/interpretation outside of Spain, and to facilitate this study’s narrowness of scope, though further applications of these findings in other regions or even languages have been determined to be fruitful for future application. The colloquialisms chosen to reflect a variety of speech that reflects emotive responses ranging from very positive to very negative based on the contexts in which they may be used. As such, they are ideal for studying how students—knowingly or unknowingly—engage in use of colloquialisms and to what achieved affect within the target language. In this study, we will first provide a review of current literature regarding the value of inclusion of informal language and structures alongside formal structures in a LOTE classroom at the university level. Then, we gather 15 commonly used colloquialisms in Castilian Spanish and exemplify their various meaning in different common contexts. Finally, we will propose a lesson plan as a method of demonstrating how informal language can be included in a traditional university classroom without eroding the formal language teaching.
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Keyword:
Colloquial language; Colloquialisms; Coloquialismos; Competencias discursivas; Discourse competencies; Instrucción de lenguas; La adquisición de segunda lengua; Language teaching; Palabras malsonantes; Second language acquisition; Spanish language--Study and teaching; Swearing
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URL: https://digital.library.txstate.edu/handle/10877/13521
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| 517 |
La gamificación como catalizadora de la motivación en una propuesta didáctica de castellano lengua primera
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 518 |
Catalan Sign Language as a Pedagogical Tool for Inclusion and Vocabulary Acquisition of a Foreign Language in an Ordinary Classroom : Case Study in Catalonia
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| 519 |
Machine translation literacy and undergraduate students in applied languages : report on an exploratory study
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| 520 |
How our Bodies can Support the ‘Weight’ of Cognition: The Role of the Body in the Second Language Classroom ; An Examination of the Role of the Body in the Second-language Classroom
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