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“Un Paso Atrás, Dos Adelante” (One Step Back, Two Steps Forward): Reporting the Experiences of Spanish-Speaking Latin Americans in Canadian Workplaces ...
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Role of Dutch and Balinese co-speech gesture in the emergence of structure in an artificial sign language in the lab ...
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Proceedings of the International Conference on "Minority languages spoken or signed and inclusive spaces" ...
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Proceedings of the International Conference on "Minority languages spoken or signed and inclusive spaces" ...
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Agreement - unpacking the benefit of a redundant morpheme ...
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The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HE
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Abstract:
The Covid-19 pandemic has posed great challenges to higher education (HE) and, in particular, to foreign language (FL) teaching. If, on the one hand, the lockdown and remote learning measures have brought constraints to teaching and research activities, on the other hand, they have fostered resilience, promoted creativity, and accelerated the use of technologies and digital transformation. The use of the Korsakow platform and the creation of non-linear storytelling are the strategies underlying an innovative methodology concerning the learning process of French and English as FL, in HE in Portugal. The JASM project (Open window onto the world: foreign languages, multimodal creativity, and pedagogical innovation in higher education) involves a group of students attending the bachelor’s course in Media Studies of the School of Education in Viseu. Students develop their assignments based on data analysis, related to diverse cultural and linguistic contexts within the city of Viseu, including interviews, photographs, and narratives centred on a migrant’s tradition. Digital art and online tools ensure greater motivation in acquiring multilingual skills and developing multilingual awareness. In this way, the various dimensions of language (aesthetic, emotional, and cognitive) are reinforced, in a remote teaching scenario/context, which is creative and collaborative while also mobilizing interdisciplinary skills. Such a reflection appears to be particularly relevant at a time when one needs clearly to adapt teaching and learning to the needs of society and rely upon pedagogical innovation, with students whose HE training has specific objectives other than the ones of those enrolled in language courses. The methodology is discussed, and the results of this project-based learning are presented. ; info:eu-repo/semantics/publishedVersion
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Keyword:
Foreign languages and linguistic and cultural diversity; Higher Education; Multilingual and multimodal artistic creativity; Online tools; Pedagogical innovation
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URL: https://doi.org/10.22533/at.ed.558262210034
http://hdl.handle.net/10400.19/7164
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The glyph project: The distinctiveness of written characters — online crowdsourcing for a typology of letter shapes ...
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Investigation on the Relationship between Biodiversity and Linguistic Diversity in China and Its Formation Mechanism
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5538 (2022)
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Members of the Polish Language Council on the Problems of Linguistic Diversity and Linguistic Inclusion in Poland
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In: Social Inclusion ; 9 ; 1 ; 63-74 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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Stakeholders' Insights Into Migrant Students’ Experiences in a Thai Public School: A Linguistic Ecological Perspective
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 243-266 ; Multicultural Lingual and Multicultural Education (2022)
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La Diversidad Lingüística Durante y Después del Franquismo en España
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In: The Review: A Journal of Undergraduate Student Research (2022)
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| 14 |
“Un Paso Atrás, Dos Adelante” (One Step Back, Two Steps Forward): Reporting the Experiences of Spanish-Speaking Latin Americans in Canadian Workplaces
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Culturally responsive classroom-based assessment A case study of secondary schools in Ireland ; Culturally responsive classroom-based assessment. A case study of secondary schools in Ireland
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In: Journal of Educational Research; Vol. 40 No. 1 (2022); 15-32 ; Revista de Investigación Educativa; Vol. 40 Núm. 1 (2022); 15-32 ; 1989-9106 ; 0212-4068 (2022)
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Linguistic Complexity and Planning Effects on Word Duration in Hindi Read Aloud Speech
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In: Proceedings of the Society for Computation in Linguistics (2022)
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MaxEnt Learners are Biased Against Giving Probability to Harmonically Bounded Candidates
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In: Proceedings of the Society for Computation in Linguistics (2022)
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AAC Services for Emergent Bilinguals: Perspectives, Practices, and Confidence of Speech-Language Pathologists
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In: All Graduate Plan B and other Reports (2022)
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Exploring Hybridity in Ivorian French and Nouchi
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In: Youth Language Practices and Urban Language Contact in Africa ; https://hal-auf.archives-ouvertes.fr/hal-03483178 ; Ellen Hurst-Harosh & Rajend Mesthrie. Youth Language Practices and Urban Language Contact in Africa, Cambridge University Press, 2021, Cambridge Approaches to Language Contact series, 9781316759769. ⟨10.1017/9781316759769⟩ ; https://www.cambridge.org/fr/academic/subjects/languages-linguistics/sociolinguistics/youth-language-practices-and-urban-language-contact-africa?format=HB&isbn=9781107171206 (2021)
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Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals
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In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021)
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