English in Finland: Opinions and Attitudes on the Use of Anglicisms

Sánchez, José Antonio Jódar; Tuomainen, Sirpa

doi:10.12795/elia.2014.i14.05

Cited by 7 publications

(3 citation statements)

References 23 publications

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“…The obtained results are not in line with previous research on this topic. While some have affirmed positive (e.g., Ćirić-Duvnjak, 2013;Šehović, 2009;Prantl, 2018) and some negative attitudes (e.g., Jódar Sánchez & Tuomainen, 2014;Schreiber, 2006) towards anglicisms, there are rare findings reporting that neutral attitudes have been obtained. The only significant similar findings were obtained by Drljača Margić (2014), who found that Croatian university students hold a neutral attitude toward anglicisms.…”

Section: Discussionmentioning

confidence: 99%

The analysis of youth-related anglicisms among Bosnian youth - knowledge of their original form and meaning and attitudes towards them

Delic

Dedović-Atilla

2021

ExELL

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The importance of the English language in a contemporary globalized world leads to borrowing of English words into many languages, including Bosnian. The current research investigates the knowledge of the original English written form and translation of the English-origin youth-related words (anglicisms) among young native speakers of Bosnian. The study included 345 Bosnian and Herzegovinian high school students, both males and females, in 9 cities. The findings revealed that the usage of Anglicisms among Bosnian youth is not so frequent and that young people in Bosnia and Herzegovina are more familiar with the original written forms than with their translation/synonyms in the Bosnian language. Moreover, knowledge of these two forms of anglicisms shows variation only relative to a grade in English, while gender and age were found to be irrelevant. Also, no difference was shown in the knowledge of anglicisms in different fields: sports, fashion, and science and technology. Further research is recommended to study these and other youth-related anglicisms on a larger population sample.

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Section: Discussionmentioning

confidence: 99%

The analysis of youth-related anglicisms among Bosnian youth - knowledge of their original form and meaning and attitudes towards them

Delic

Dedović-Atilla

2021

ExELL

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“…Pese a la existencia de, como se ha mencionado, planes de formación tanto inicial como continua en materia AICLE, se siguen evidenciando ciertas necesidades para el docente (Couto y Bobadilla, 2017;Durán-Martínez, 2018;Durán-Martínez y Beltrán-Llavador, 2016;Mier, 2015). Además, a diferencia de otros países como Finlandia, con uno de los sistemas educativos con mejores resultados, en España, el profesorado, que debe certificar un nivel B1 en la LE antes de graduarse y un B2 para participar en la enseñanza bilingüe (a excepción de la Comunidad de Madrid y Navarra, donde se exige un C1 [Ortega-Martín y Trujillo, 2018]), tampoco dispone del apoyo social que supone que el contenido audiovisual se retransmita en versión original como sí ocurre en los países nórdicos (Jódar y Tuomainen, 2014;Vez, Martínez y Lorenzo, 2012).…”

Section: Formación Del Profesorado Aicle: Estado De La Cuestiónunclassified

Formación inicial del docente AICLE en España: retos y claves

Palacios-Hidalgo¹,

Parra²,

Abril³

2023

EstFA

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Los esfuerzos de la administración educativa dirigidos a la formación permanente de los docentes AICLE en activo son incuestionables. Sin embargo, pese a las múltiples iniciativas desarrolladas a nivel nacional e internacional, en España, la formación inicial del profesorado que desarrollará su práctica educativa en centros de enseñanza bilingüe sigue siendo una materia pendiente en múltiples aspectos. Cada vez más universidades implantan itinerarios bilingües en sus grados, así como másteres encaminados al ejercicio de la labor educativa en centros donde los contenidos se imparten en una lengua extranjera. No obstante, parecen no existir desde el ministerio de educación directrices que insten a todos los centros de educación superior a ofrecer formación bilingüe. Este artículo pretende reflexionar sobre la formación inicial que los futuros docentes de educación bilingüe reciben en España. Para ello, se revisan tanto las características de esta formación como los requisitos que el profesorado egresado ha de tener para iniciar su labor educativa. De forma similar, se recogen algunos de los retos que los docentes han de afrontar, entre los que destacan sus carencias en relación a competencias comunicativa, metodológica y digital. El uso de las nuevas tecnologías para la mejora del dominio lingüístico y digital, así como el fomento de la reflexión sobre la praxis docente y el desarrollo de habilidades de trabajo en equipo grupo, liderazgo y colaboración son algunas de las claves que pueden contribuir a mejorar esta situación. The efforts aimed at improving permanent training of CLIL teachers made by educational bodies are unquestionable. However, in spite of the multiple initiatives developed from both national and international perspectives, in Spain, initial CLIL teacher training still remains an unresolved subject in multiple aspects. More and more universities are implementing bilingual itineraries in their degrees, as well as master’s degrees, all directed to providing in-training teachers with abilities to apply to their future praxis when teaching in schools where contents are taught in a foreign language; however, there are any guidelines from the ministry of education that urge all universities to offer bilingual training. This paper aims to reflect on initial CLIL teacher training developed in Spain. To do this, the features of such training, as well as the requirements for in-training teachers, are revised. Similarly, some of the challenges that teachers have to face are mentioned, paying special attention to scarcities in their communicative, methodological and digital competences. The use of new technologies for improving linguistic and digital proficiency, as well as the promotion of the teaching praxis reflection and teamwork, leadership and collaboration skills’ development are keys to enhance this situation.

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“…Number of studies has investigated the relation between technology-driven modern media and English language as a lingua franca. For instance, according to Sánchez and Tuomainen (2014), in Finnish Television programs and magazines advertisements, English language is used as an input which is available and can be seen frequently. For a digital game aspect, Piirainen-Marsh (2009) indicated that digital games are the contexts where Finnish children can get the opportunity to the English language exposure as using English can symbolize internationality and trendiness and also shows the expertise in gaming.…”

Section: A Digital Game As An Out Of Class Activity and Autonomous Le...mentioning

confidence: 99%

An analysis of a digital game as resource of autonomous English language learning

Wongkhwansane

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The research aims to analyze an online�digital game features and investigate students perceptions toward the�game; whether or not they think the game�is a context where the opportunities of�English language learning and practicing could be provided. Five main game features were analyzed based on the games characteristics promoting language learning. In addition, in order to investigate the students perceptions, three participants were interviewed as a group.� The data were collected through the semi-structured and individual follow-up interview, and analyzed using qualitative approach. The findings indicated that, provided int the game,�there are five major features which could play an important role on autonomous�English language learning.�In addition, the students found that the game is useful and beneficial for them in learning and practicing English language in terms of reading, listening, grammar, and vocabulary. Furthermore, it has been found that the students were able to be aware and realize that English language could be learned autonomously through the features of the game.

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English in Finland: Opinions and Attitudes on the Use of Anglicisms

Abstract: As the lingua franca of the moment, English is widely used in

Cited by 7 publications

References 23 publications

The analysis of youth-related anglicisms among Bosnian youth - knowledge of their original form and meaning and attitudes towards them

The analysis of youth-related anglicisms among Bosnian youth - knowledge of their original form and meaning and attitudes towards them

Formación inicial del docente AICLE en España: retos y claves

An analysis of a digital game as resource of autonomous English language learning

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