This article presents the longitudinal trilingual corpus of young learners of Italian, German and English called LEONIDE. The corpus consists of L1, L2 and L3 learner texts. L1 texts were written in two languages of schooling (i.e. Italian and German), L2 texts in two languages learned as second languages (i.e. German and Italian), and L3 texts in an additional foreign language (i.e. English). All texts were collected from a group of lower secondary school pupils from the multilingual Italian province of South Tyrol whose development in all three languages was observed over a period of three years. Each text comes with rich metadata as well as manual and automatic annotations.
Il contributo descrive il ruolo e le modalità della mediazione nell’ambito del “Villaggio delle lingue”, un contesto simulato di interazione comunicativa plurilingue che rappresenta sia uno strumento didattico action-oriented e basato su task, per focalizzare l’attenzione degli studenti sui processi comunicativi in L1, L2, L3 e in lingue sconosciute, sia un metodo empirico di elicitazione dei dati linguistici per analisi linguistiche e valutazione delle competenze. Il “Villaggio delle lingue” permette, all’interno della classe, di creare scenari di apprendimento linguistico di volta in volta diversi, in cui gli studenti agiscono come attori sociali, impegnandosi nella negoziazione e nella mediazione linguistica in vista di un obiettivo comune. Nel 2018, all’interno del progetto RepertoirePluS il “Villaggio” è stato somministrato dall’Istituto di linguistica applicata di Eurac Research in 7 classi delle scuole secondarie di 1° e 2° grado (scuole in lingua italiana, tedesca e scuole nelle valli ladine) della Provincia Autonoma di Bolzano. Attraverso un caso di studio si osserveranno le strategie messe in atto dagli studenti per mobilitare i propri repertori linguistici e semiotici con lo scopo di raggiungere una comunicazione efficace in contesti di plurilinguismo.
In this chapter we present and compare two research experiences in the domain of linguistic repertoires (LRs) applied to the field of education. Our aim is to elucidate how we used different combinations of methods for data generation in the trilingual (German, Italian and Ladin) Italian province of South Tyrol and the bilingual (Finnish and Swedish) coastal regions of Finland in order to map the LRs of young multilingual participants aged 10 to 19. We investigated different aspects of their LRs (representations, use and trajectories) with multiple methods, ranging from more traditional sociolinguistic surveys such as questionnaires and interviews to multimodal and task-based methods such as language portraits, photographs and simulated contexts for multilingual interaction. We describe these methods and share some of the insights they enabled us to gain into the LRs of adolescents in two multilingual contexts in Europe.
The paper presents a cross-European survey on teachers and crowdsourcing. The survey examines how familiar language teachers are with the concept of crowdsourcing and addresses their attitude towards including crowdsourcing into language teaching activities. The survey was administrated via an online questionnaire and collected volunteers’ data on: (a) teachers’ experience with organizing crowdsourcing activities for students/pupils, (b) the development of crowdsourced resources and materials as well as (c) teachers’ motivation for participating in or employing crowdsourcing activities. The questionnaire was disseminated in over 30 European countries. The final sample comprises 1129 language teachers aged 20 to 65, mostly working at institutions of tertiary education. The data indicates that many participants are not familiar with the concept of crowdsourcing resulting in a low rate of crowdsourcing activities in the classroom. However, a high percentage of responding teachers is potentially willing to crowdsource teaching materials for the language(s) they teach. They are particularly willing to collaborate with other teachers in the creation of interactive digital learning materials, and to select, edit, and share language examples for exercises or tests. Since the inclusion of crowdsourcing activities in language teaching is still in its initial stage, steps for further research are highlighted.
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