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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Mi calle favorita
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In: Domínios de Lingu@gem; Vol 14 No 4 (2020): Linguistic Landscapes; 1059-1086 ; Domínios de Lingu@gem; v. 14 n. 4 (2020): Paisagens Linguísticas; 1059-1086 ; 1980-5799 (2020)
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Validating occupational coding indexes for use in multi-country surveys
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In: Survey Methods: Insights from the Field ; 1-12 (2018)
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Multilingualism and the language curriculum in South Africa: contextualising French within the local language ecology
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In: Stellenbosch Papers in Linguistics Plus, Vol 51, Iss 0, Pp 23-40 (2017) (2017)
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Abstract:
In this article, we question the role of second additional language (that is, an optional, non-official language) teaching, with special reference to French at school level in South Africa. Over and above the fact that some additional languages reflect minority cultures and communities (Greek, Serbian, Hebrew, etc.), we consider their real and potential place in the promotion of multilingualism. As revealed as part of a regional research project, sponsored by the Agence Universitaire de la Francophonie, entitled Curriculum, contextualisation et formation des enseignants (CCPFE-AUF-BOI-S0195COV0401), motivations for studying French in South Africa stem from the dual representation of its exoticism, constituting a form of “linguistic tourism”, as well as its potential usefulness in various professional contexts. We question whether the basis for this language market, which plays out in an exolingual, formalised context can make a real claim to promoting multilingualism within the South African linguistic ecology. In this regard, we will examine ways in which a shift in perspective from an “additive” to an integrative and plurilingual conception of language acquisition is required to resituate the teaching/learning of French as an authentic form of social and linguistic construction in South Africa. Using a socio-constructive (Molinié 2011) and co-actional model (Melo-Pfeifer 2015, Mroz 2012) to teaching French, we explore ways in which language acquisition can be a collaborative, integrative process, taking into account multiple cultural and language resources.
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Keyword:
African languages and literature; french; language market; multi- and plurilingualism; P1-1091; Philology. Linguistics; PL8000-8844; second additional language; south africa
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URL: https://doaj.org/article/bbe4ecc877564d1db649a16276127158
https://doi.org/10.5842/51-0-696
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Les approches plurielles et les livres plurilingues. De nouvelles ouvertures pour l’entrée dans l’écrit en milieu multilingue et multiculturel
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From Babel to Brussels: European integration and the importance of transnational linguistic capital
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In: 28 ; Berliner Studien zur Soziologie Europas / Berlin Studies on the Sociology of Europe (BSSE) ; 222 (2014)
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Die Problematik der Synchronisation englischsprachiger Filme ins Deutsche anhand der Beispiele "Singin' in the Rain" (1952) und "Ingourious Basterds" (2009)
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LSP: Multilingual deficiency, multicultural ambiguity.
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G. CORTESE. - : Peter Lang, 2007. : country:CHE, 2007. : place:BERN, 2007
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