Teanga最新文献

{"title":"Die, das, der: An empirical study of the teaching and learning of German noun gender","authors":"Rosanne Diedrichs","doi":"10.35903/teanga.v23i0.144","DOIUrl":"https://doi.org/10.35903/teanga.v23i0.144","url":null,"abstract":"This article reports the findings of a study conducted on a group of Irish university students to identify the effect which training in noun gender would have on their assignment of gender to nouns in German. This study focuses on a specially designed set of rules, which was introduced to the students to promote their acquisition of gender and to increase their accuracy with it. Students were also trained in the use of mnemonics which deal specifically with German noun gender. The findings are very positive and show a marked improvement in students’ accuracy in assigning gender to a list of German nouns. The findings also show that when students have learned gender rules they can transfer this knowledge to assigning gender more accurately in written production.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84886266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning and teaching writing for 14-year-old Junior Certificate learners of German","authors":"Susanne Judt-Keary","doi":"10.35903/teanga.v23i0.143","DOIUrl":"https://doi.org/10.35903/teanga.v23i0.143","url":null,"abstract":"The Junior Certificate examination requires inexperienced learners to write a letter and short note to a fictional reader. In this paper, written samples are analysed and questionnaire results presented from a small group of young, inexperienced learners preparing for this examination. Empirical data was collected from written samples, a game, and questionnaires. The data suggests that learners plan their German Junior Certificate short note in both English and German. They predominantly rework what they have written not by exchanging single words, but by replacing large sections of their sentences. Data obtained from questionnaires suggests that these learners’ experiences of writing in German come mainly from homework with pre-set sentences. Learners show low motivation and a lack of ownership of their work. Discussions of foreign language (FL) writing theories, models, teaching methods, and writing task design, and of practical ways of improving young learners’ attitudes to writing in the FL are included.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"54 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90746525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivation and attitudes of German language learners at NUI Maynooth: an empirical study","authors":"Bláthnaid Grimes","doi":"10.35903/teanga.v23i0.140","DOIUrl":"https://doi.org/10.35903/teanga.v23i0.140","url":null,"abstract":"This paper describes some of the results of a study undertaken in 1997, in the form of an M.A. thesis, on attitudes and motivations of undergraduate students of German at the National University of Ireland, Maynooth. It examines students’ perceptions of the learning process and learning outcomes, as well as student recommendations for the enhancement of the learning process. Within the theoretical framework, it seeks to establish the relationship between attitudes and motivation, based on student perceptions. As the debate on motivations and attitudes continues, current theories and hypotheses have been subsequently applied to these findings","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80996480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Tollefson, J.W., & Pérez-Williams, M. (Eds.), \"The Oxford Handbook of Language Policy and Planning\" (2018), OUP, New York, NY","authors":"S. Berthaud","doi":"10.35903/teanga.v26i0.131","DOIUrl":"https://doi.org/10.35903/teanga.v26i0.131","url":null,"abstract":"","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87048106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective intervention to support oral language skills in English as an additional language in the early years","authors":"V. Murphy, J. Karemaker, K. Sylva, G. Kanji, F. Jelley","doi":"10.35903/TEANGA.V10I0.67","DOIUrl":"https://doi.org/10.35903/TEANGA.V10I0.67","url":null,"abstract":"Increasingly, children enter Early Childhood Education and Care (ECEC) settings with English as an additional language (EAL) and for many of these linguistically diverse children, their knowledge and skills in the English language is less-well developed than native-speaking (NS) peers.  Much research over the past few decades has indicated how important early language and emergent literacy development is within ECEC settings, as children’s skills in these domains underpins later literacy development and academic achievement. Furthermore, many children from linguistically diverse backgrounds tend to have less well-developed vocabulary knowledge and struggle with aspects of literacy later on.  In this paper we present the findings of a Professional Development (PD) intervention study aimed at helping teachers to develop and implement effective strategies that support oral language skills in both EAL and NS pupils. We discuss these findings in relation to two other oral language interventions where the focus was on working directly with pupils. We argue that whereas evidence suggests interventions working directly with pupils can be more effective on improved child language outcomes, we need to focus more energy on developing good PD for Early Years Practitioners to support them in their critical roles in children’s educational development.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73311267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Minority language development in early childhood: a study of siblings acquiring Bosnian and English in Ireland","authors":"Bronagh Ćatibušić","doi":"10.35903/TEANGA.V10I0.75","DOIUrl":"https://doi.org/10.35903/TEANGA.V10I0.75","url":null,"abstract":"This paper considers issues faced by multilingual families in supporting their children’s acquisition of minority home languages. These include the challenges posed by majority language dominance in society and education, limited opportunities for minority language input and interaction, and possible differences in the language acquisition experience of siblings (De Houwer, 2007; Barron-Hauwaert, 2011; Bridges and Hoff, 2014). The paper reports on a comparative case study which investigated the early childhood language development of two siblings acquiring Bosnian and English in Ireland. Based on audio and video recordings of the children in the home environment, it focuses on the acquisition of the minority language, Bosnian, by the eldest and youngest of three sisters. Following a previous study (Finnegan-Ćatibušić, 2006), it compares the children's linguistic development in the minority language and how this may be influenced by discourse patterns in family interaction (Döpke, 1992; Genessee, 2002; 2008). The children's development of biliteracy (Cummins, 2012) and community efforts to promote minority language maintenance are also discussed. Multilingualism is considered from an ecological perspective (Van Lier, 2004; Creese and Blackledge, 2010), exploring steps that families can take to create linguistic environments which support minority language development. This research is set in the context of an increasingly multilingual Ireland, in which migrant languages have been acknowledged as a ‘resource’ by the Department of Education and Skills (DES, 2017). The study shows that children’s multilingual development often occurs outside formal education, in family and community settings. Its findings indicate that, within the education system, there is a need for greater recognition of multilingualism from the early years and for the promotion of multilingual approaches to education (Kirwan, 2013; Ćatibušić and Little, 2014; Cummins, 2015).","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83197590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting teachers to implement a pre-primary programme: changes in teacher beliefs and attitudes","authors":"G. Ellis","doi":"10.35903/TEANGA.V10I0.78","DOIUrl":"https://doi.org/10.35903/TEANGA.V10I0.78","url":null,"abstract":"The integration of a foreign language into early childhood education is becoming more and more widespread.  Yet there is a lack of specific teacher training and no clearly-defined pre-primary foreign language pedagogy to guide and support teachers.  This article presents data from a recent initiative by a provider of out-of-school English classes in Europe to support teachers in implementing a pre-primary programme and in developing pre-primary foreign language pedagogy.  This formed part of a wider change-management and innovation process looking at higher efficiencies and effectiveness, and bringing together in one coherent approach best practice throughout the region in the teaching of English to pre-primary children. The pre-primary programme is underpinned by the pedagogical principles of the UK’s Early Years Foundation Stage (EYFS) framework and the HighScope approach to early childhood education with its overarching ‘plan-do-review’ structure for learning sequences which values children’s voices and agency. Initially, there was some apprehension amongst teachers due to a lack of experience of teaching pre-primary children and some resistance from others who believed that young children are not capable of reflecting on their learning or of making choices about their learning.  An important feature of the change-management process was the implementation of a normative-re-educative approach and the provision of ongoing training and professional development. This involved teachers in the adaptation of the organisation’s global statement of approach to English language teaching to an age-appropriate version for a pre-primary context in order to develop pre-primary foreign language pedagogy. It also encouraged teachers to re-examine their existing beliefs and attitudes in order to recognise children’s reflective capacities given appropriate support and scaffolding, and to rethink the power dynamics in the adult-child relationship moving to one of more shared control. Data from surveys conducted with teachers at the initial stage of the programme and 18 months later provides evidence which shows that, over time, teacher’s beliefs and attitudes have changed.  Conclusions are drawn from the experience of the project and the factors influencing changes in teacher’s views are discussed.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81018160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language and emotions: a follow-up study of ‘moral allegiances’- the case of Wiktoria","authors":"Malgorzata Machowska-Kosciak","doi":"10.35903/TEANGA.V10I0.77","DOIUrl":"https://doi.org/10.35903/TEANGA.V10I0.77","url":null,"abstract":"This paper is a follow-up study of one Polish immigrant child’s early experience as she is attending different primary schools in Ireland. The focus is on how heritage language socialisation goals affect her goals and identity negotiation through her daily practices as she grows up in multilingual environment and try to find her place in a new country and society. \u0000We set out the theoretical background, methodology, final results from the longitudinal study (four years) involving such student and her family, as she also attends Polish weekend school in addition to her mainstream school. The theoretical and analytical approach combines Ethnography of Communication approach to data collection and field work (participant home and school observations, audio-recordings of child’s interactions with her peers, her teachers and parents, open-ended interviews, samples of her written work) with Discourse Analysis approaches (Duff, 1995; Davis & Harre 1990, Harre & Langenhove, 1999, Ochs & Capps, 2001). A particular focus is placed on positions and stances taken with respect to sociohistorical and cultural norms and values represented by each language and culture including religious practices. When a new language and culture are being socialized, they must inevitably affect individuals’ moral and emotional systems to a great extent. This is because, some unresolved conflicts of cultural allegiances and ambivalence about identity may shake one’s sense of belonging and even slow the learning process. It can impact on the later command of two languages and integration. On the other hand, “comfortable bicultural identity” and “non-ethnocentric views” of people in general, together with a strong aptitude for language learning, proved to be one of the main factors determining success in becoming skilled in two languages and two cultures (Lambert, 1962, in Paulson & Tucker 2006, pp.315-319). Thus, it is often admitted in the Language Socialisation literature that cultural ideologies not only have a profound effect on those who learn a new language, but also influence the learning and further socialisation of their first language and culture. This micro-analysis of language socialisation is contextualized within a more holistic account of the Polish community in Ireland (Singleton, 2007) - a community culturally shaped by, and in turn shaping, wider societal and cultural ideologies, values and power relations.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76357785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors which impact on transitions from Irish-medium Naíscoil to Bunscoil","authors":"Eibhlín Mhic Aoidh","doi":"10.35903/TEANGA.V10I0.79","DOIUrl":"https://doi.org/10.35903/TEANGA.V10I0.79","url":null,"abstract":"The Irish-medium naíscoil (pre-primary) sector is considered the foundation stone on which further sectoral developments at primary and post-primary level are initiated. This paper reports on research commissioned by the Department of Education in Northern Ireland on the educational outcomes of Irish-medium [IM] pre-school settings. The research was undertaken by RSM Mc ClureWatters (Consulting) and the author of this paper was project manager and lead author. The research explored which core components lead to optimum readiness for transition to IM primary school and the extent to which these components are present in IM naíscoileanna in the statutory and voluntary sector in the north of Ireland. The research methods were qualitative including a desk based legislative and policy analysis, a literature review and semi-structured interviews with school staff. Findings indicate that IM naíscoil practice is different from monolingual English-medium practice in a number of ways including transition practices. There are also differences between statutory and voluntary naíscoileanna. A number of recommendations are made in order to ameliorate differences in provision and associated inconsistencies in order to ensure equality in provision and the best outcomes and transition experiences possible for young Irish-medium learners.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77800425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response during picturebook read alouds in English as a foreign language","authors":"Sandie Mourão","doi":"10.35903/TEANGA.V10I0.70","DOIUrl":"https://doi.org/10.35903/TEANGA.V10I0.70","url":null,"abstract":"This paper begins by discussing the picturebook and its picture-word dynamic and follows with a discussion of their relevance to teachers in a foreign language classroom. Thereafter, a theory of literary understanding is suggested, as a way to support foreign language teachers to interpret their learners’ responses to picturebooks and to help them recognize the relevance of response to the storytelling experience. The final section describes two picturebooks with concrete examples of the different ways that they enable and promote authentic responses, using the children’s linguistic repertoire, and through both the pictures and the words.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76666752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}