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How do individuals perform intercultural communication? ...
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How do individuals perform intercultural communication? ...
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Language in transnational education trajectories between the Soviet Union, Israel and Germany: Participatory research with children
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 14 ; 4 ; 390-404 ; Transnational Education: a Concept for Institutional and Individual Perspectives (2021)
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Linguistic Refugees: to Migrate or to Translate Oneself? Female Migrant Writers’ Experiences of Writing in Italian
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In: ANTARES: Letras e Humanidades; v. 13, n. 29 (2021); 79-95 ; 1984-4921 (2021)
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El perfil profesional, tecnológico y académico de migrantes y refugiados en España ; The professional, technological and academic profile of migrants and refugees in Spain
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El perfil básico, identificativo y sociolingüístico de migrantes y refugiados en España ; The basic, identifying and sociolinguistic profile of migrants and refugees in Spain
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Social prescribing for migrants in the United Kingdom: A systematic review and call for evidence.
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Supporting languages: The socio-educational integration of migrant and refugee children and young people
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DIFFERENZIAZIONE DIDATTICA E ALUNNI BILINGUI FIGLI DI MIGRANTI CON POSSIBILI DISTURBI SPECIFICI DELL'APPRENDIMENTO
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MONAUNI, ANNA. - : Università Cattolica del Sacro Cuore, 2021. : MILANO, 2021
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A case study of an SMS text message community panel survey and its potential for use during the COVID-19 pandemic
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[In Press] A scoping review of ageing experiences among culturally and linguistically diverse people in Australia : towards better ageing policy and cultural well-being for migrant and refugee adults
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El aprendizaje de lenguas y las actitudes lingüísticas como herramientas para el empoderamiento y la integración de la mujer migrante
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Abstract:
El aprendizaje de lenguas es un proceso que forma parte de la realidad migrante de quienes llegan a un país cuya lengua(s) oficial(es) difiere de la propia materna. Entre las diversas variables que participan en este proceso están las actitudes lingüísticas. La influencia que estas ejerzan sobre el aprendiz puede situarlas como un elemento relevante, tal y como sucede con otros factores de carácter personal, como la edad y el origen. Profundizando en la dimensión más social de este proceso didáctico, la influencia de todas estas variables puede asociarse a términos como el empoderamiento y la integración, materializados en la realidad de las mujeres migrantes. El objetivo de este trabajo es constatar cuál es la influencia de las actitudes lingüísticas, la edad y el origen en el proceso de aprendizaje del español de este colectivo, así como en su integración en la sociedad de destino derivada, entre otros, del desarrollo de su capacidad de empoderamiento. Esa verificación parte de una revisión teórica de los conceptos anteriores y se desarrolla a través de un estudio cualitativo en forma de entrevistas en profundidad semiestructuradas. Estas se enmarcan en un contexto de enseñanza formal de español para mujeres migrantes no hispanohablantes de distintas edades y nacionalidades. Por medio de esta experiencia se determinan los efectos que las actitudes lingüísticas y las variables personales de edad y origen tienen en el desarrollo de la capacidad de empoderamiento e integración de la mujer migrante. ; Learning languages is a process that takes part in the reality of migrant people who arrives in a country whose official language(s) differs from their own first. Among the diverse variables that participate in this process linguistic attitudes are one of them. The influence that they exert on the learner sets them up as an important element in language learning experience, as well as it happens with other personal factors, such as age and origin. Delving into the most social part of this process, the influence from all these variables can be associated with other terms, such as empowerment and integration, realized in the context of migrant women as learners of their destination language. The aim of this study is to prove the influence of linguistic attitudes, age and origin in language learning of migrant women, as well as in their integration in the destination society, stem from, among others, the development of their empowerment ability. That verification starts from a theoretical review of the mentioned concepts and develops through a qualitative study in the form of semi-structured in depth interviews. These are demarcated in a context of formal teaching of Spanish language aimed at no native Spanish speaking migrant women with different ages and nationalities. By means of this experience will be determined the consequences that language attitudes and personal variables of age and origin have in the development of the empowerment ability and the integration of migrant woman.
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Keyword:
Actitud (Lingüística); actitudes lingüísticas; aprendizaje de lenguas; language learning; linguistic attitudes; Llenguatge i llengües--Ensenyament; migrant women; mujeres migrantes
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URL: http://hdl.handle.net/10459.1/71334
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“Sbarcò clandestinamente nel Lazio” : Scrittori migranti a colloquio con la tradizione letteraria
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Mi Casa Es Su Casa: A Critical Co-constructed Autoethnography of the Evolution from Assimilation to Acculturation of a Mexican Migrant Farmworker turned Professional
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Just Greening the Gulf: Sustaining Justice for Migrant Workers
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A survey of Korean elementary schoolteachers on their communication with students and parents from migrant backgrounds and the need for quality language services
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 13 , Iss 1 (2021) (2021)
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Sharing Our Way: A Study of Caribbean Identity Using Liming As Culturally Affirming Research Methodology
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SÉMINAIRE DOCTORAL LIMINAL (11) ; SÉMINAIRE DOCTORAL LIMINAL (11): L’expérience du déplacement – et ses mots en arabe soudanais
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In: https://medihal.archives-ouvertes.fr/hal-02985678 ; 2020 (2020)
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Quelle politique d’accueil ?
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In: Cahiers Pedagogiques ; https://hal.archives-ouvertes.fr/hal-03636547 ; Cahiers Pedagogiques, 2020, Fournier J.-P. et Lorcerie F., L’école et les migrants (2020)
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