Mixing Beginners and Native Speakers in Minority Language Immersion: Who is Immersing Whom?

Hickey, Tina

doi:10.3138/cmlr.57.3.443

Cited by 76 publications

(67 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…da je v tem okolju prisoten vsaj do take mere, da omogoča ustrezno izpostavljenost različnim sporazumevalnim praksam (Hickey 2001).…”

Section: I L J Iunclassified

“…Raziskave, ki so jih opravili pri nekaterih drugih manjšinah (Cummins 1989;Valdes 1997;Hickey 2001) že kažejo, da so te predpostavke…”

Section: šOlanje Kot (Ne)popolna Potopitevunclassified

“…[99] povsem nerealne, prav tako pa so nerealni tudi rezultati in cilji, ki jim jih skupnost pripisuje (Hickey 2001). Na podlagi teh raziskav, ki sicer niso bile izvedene na območju naselitve slovenske skupnosti v Italiji, ampak v drugih manjšinskih okoljih (Mougeon, Bniak 1991), smo poseben razdelek spletne platforme SMeJse namenili izvirnemu učnemu gradivu, ki nastaja v okviru istoimenskega projekta.…”

Section: šOlanje Kot (Ne)popolna Potopitevunclassified

See 2 more Smart Citations

Teoretska izhodišča in metodološki okvir pri izdelavi uporabnikom prijaznega spletišča: primer platforme SMeJse – Slovenščina kot manjšinski jezik

Grgič¹

2017

SLO2.0

View full text Add to dashboard Cite

Slovenski raziskovalni inštitut SLORI Grgič, M. (2017):Teoretska izhodišča in metodološki okvir pri izdelavi uporabnikom prijaznega spletišča: primer platforme SMeJse -Slovenščina kot manjšinski jezik. Slovenščina 2.0, 2017 (2): 85-112. DOI: http://dx.doi.org/10.4312/slo2.0.2017 V prispevku predstavljam teoretska in metodološka izhodišča za izdelavo portala SMeJse (Slovenščina kot manjšinski jezik), ob tem pa se obsežneje zaustavljam ob analizi položaja, stanja in statusa slovenskega jezika v Italiji, nekaterih specifičnih jezikovnih pojavih, metodoloških izzivih in socioloških okvirih.Pojmi, kot so zvrstnost jezika, norma, prvi/materni oz. tuji jezik, manjšina, diglosija in številni drugi izgubljajo namreč pomen, ki so ga imeli v epistemologijah 20. stoletja, in pridobivajo nove konotacije. Do teh ključnih premikov pri obravnavi jezikovnih pojavov in načrtovanju jezikovnih politik prihaja zaradi novih družbenih kontekstov ob prehodu iz 20. v 21. stoletje. Na percepcije in reprezentacije jezika, ki močno pogojujejo njegovo usvajanje, rabo in uradni položaj -pa tudi znanstveno obravnavo -, vplivajo nekateri »zunanji« dejavniki. Med temi gre izpostaviti razvoj in dostopnost novih tehnologij, evropsko politiko na področju manjšinskih jezikov in večjezičnosti nasploh, ekonomsko krizo in njene posledice ter migracijske tokove. Pojmovanje »manjšine« in »manjšinskosti« je tudi na področju jezika in jezikoslovja dobilo nove in drugačne razsežnosti.Na podlagi teh ugotovitev sta Slovenski raziskovalni inštitut (SLORI) in Dijaški dom S. Kosovela v Trstu izdelala spletno platformo SMeJse (www.smejse.it) kot zbirališče novih in že obstoječih orodij, gradiv in informacij za razvoj jezikovnih Slovenščina 2.0, 2 (2017) [86] 2.0, 2 (2017) [87]

show abstract

“…da je v tem okolju prisoten vsaj do take mere, da omogoča ustrezno izpostavljenost različnim sporazumevalnim praksam (Hickey 2001).…”

Section: I L J Iunclassified

“…Raziskave, ki so jih opravili pri nekaterih drugih manjšinah (Cummins 1989;Valdes 1997;Hickey 2001) že kažejo, da so te predpostavke…”

Section: šOlanje Kot (Ne)popolna Potopitevunclassified

See 1 more Smart Citation

Teoretska izhodišča in metodološki okvir pri izdelavi uporabnikom prijaznega spletišča: primer platforme SMeJse – Slovenščina kot manjšinski jezik

Grgič¹

2017

SLO2.0

View full text Add to dashboard Cite

show abstract

“…Baker, 2000;Hickey, 2001;Mac Donnacha, Ní Chualáin, Ní Shéaghdha, & Ní Mhainín, 2005;Thomas & Williams, 2013), it is apposite to investigate the extent to which the different forms of Celtic language education align with the linguistic needs and aims of those it serves. That education makes some form of contribution to the vitality of the Celtic languages is fairly clear (McCloskey, 2001).…”

Section: The Role Of Educationmentioning

confidence: 99%

Support, transmission, education and target varieties in the Celtic languages: an overview

Murchadha

Migge

2017

Language, Culture and Curriculum

View full text Add to dashboard Cite

“…Catalan immersion programmes in Catalonia were designed for native speakers of Spanish, but for a school to be designated as an immersion school, as many as 30% of its students can have Catalan as their family language (Artigal, 1997). In Wales, Baker (1993) writes, 'A Welsh-medium school usually contains a mixture of first language Welsh pupils, relatively fluent second language Welsh speakers, plus those whose out-of-school language is English (i.e., "immersion" pupils)' (p. 15; see Hickey, 2001, for a similar description of Irish-medium education in Ireland). In the United States, 'two-way' immersion programmes integrate a similar number of children from two different mother-tongue backgrounds (e.g.…”

Section: Introductionmentioning

confidence: 99%

Linking languages through a bilingual read-aloud project

2009

View full text Add to dashboard Cite

The present study was carried out in French immersion classrooms in an urban Quebec school board that is increasingly characterised by the heterogeneity of its Frenchdominant, English-dominant, and French/English bilingual student population. The study explored the extent to which a bilingual read-aloud project would (1) raise teachers' awareness of the bilingual resources of their students, (2) encourage students' crosslinguistic collaboration, and (3) promote teachers' cross-curricular and cross-linguistic collaboration. The participants were three English and three French teachers of three classes of six-to eight-year-old children. The French and English teachers of each class read aloud to their students from the same storybooks over four months, alternating the reading of one chapter in the French class and another in the English class. The data consist of (1) video recordings of the read-aloud sessions and discussion about the stories, (2) interviews and stimulated-recall sessions with the teachers, and (3) student focus-group interviews as well as a student questionnaire administered at the end of the project. Results are reported in terms of the enthusiasm of both students and teachers for the project, the opportunities it created for teachers and students to focus on both language and content, and the extent to which teachers collaborated to do so.Keywords: bilingual education; awareness-raising; collaboration; literacy practices; second language learning; cross-linguistic contrasts; immersion; reading aloud Introduction Over 40 years ago, an innovation in second language (L2) education began in the Englishmedium schools of St Lambert, a suburb of Montreal (see Lambert & Tucker, 1972). Anglophone children, a linguistic minority in the province of Quebec, had been receiving instruction in French, the majority language of the province, as a separate subject taught for a few hours a week. The new approach delivered a substantial portion of the academic school day through the medium of French, with the goal of improving the children's mastery of their L2. This subsequently triggered a rapid proliferation of such programmes across Canada, and immersion programmes have since been developed to teach a variety of languages in a wide range of contexts around the world (Johnson & Swain, 1997).This educational initiative became the prototypical model for immersion education. A key element of the model is a pedagogical approach that assumes homogeneous first language (L1) groups with similar L2 needs. However, as Swain and Lapkin (2005) have recently noted, (1) immersion students no longer necessarily share the same L1, and (2) the target language can no longer be accurately referred to as the L2 for many students, who increasingly represent culturally diverse and multilingual school populations. At the * Corresponding author. Email: roy.lyster@mcgill.ca There is a move towards dropping the prohibition against using students' L1 in the immersion classroom and instead developing practices more in line with findings ...

show abstract

Mixing Beginners and Native Speakers in Minority Language Immersion: Who is Immersing Whom?

Abstract: Publication informationThe Canadian Modern Language Review, 57 (3): 443-474

Cited by 76 publications

References 18 publications

Teoretska izhodišča in metodološki okvir pri izdelavi uporabnikom prijaznega spletišča: primer platforme SMeJse – Slovenščina kot manjšinski jezik

Teoretska izhodišča in metodološki okvir pri izdelavi uporabnikom prijaznega spletišča: primer platforme SMeJse – Slovenščina kot manjšinski jezik

Support, transmission, education and target varieties in the Celtic languages: an overview

Linking languages through a bilingual read-aloud project

Contact Info

Product

Resources

About