INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION最新文献

{"title":"Linguistic Peculiarities of Bullying in Georgian and American School Discourse","authors":"Roland Shavadze, Irine Goshkheteliani, M. Mikeladze","doi":"10.22333/ijme.2022.200012","DOIUrl":"https://doi.org/10.22333/ijme.2022.200012","url":null,"abstract":"Many scholars have investigated bullying as a social problem in educational institutions. However, just a few scientific works are available attempting to offer the analysis of the linguistic peculiarities related to bullying in school discourse. Since bullying is a violative act expressed verbally or physically to intimidate members of particular society, it is important to consider the linguistic features directly related to the language used by aggressors to harm victims. Consequently, in the present paper, we will explore certain verbal register (words, phrases, linguistic patterns, etc.) generally used by aggressors to insult, threaten or harm victims.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126454894","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":"Onomastic Material in the Proverbs of Kartvelian Languages: Marking and Generalization","authors":"Giorgi Jgharkava","doi":"10.22333/ijme.2022.20006","DOIUrl":"https://doi.org/10.22333/ijme.2022.20006","url":null,"abstract":"Analysis of the vocabulary of proverbs and identification of the existing thematic fields is extremely important, because the lexical fund of paremic units is very close to everyday speech. Due to the social nature of proverbs, the form and content of a concrete word may point to the place of origin and/or spreading of the proverb. Analysis of the empirical material has proved that even within the related Kartvelian languages there may be thematically diverse paremic units, marked by the influence of local peculiarities. In this regard, special focus should be made on the onomastic material represented in proverbs. Since understanding locally marked proverbs is linked to additional problems for language learners, the issues raised in the article are equally relevant in the context of teaching a second language.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"297 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115929542","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 - Larissa Aronin. An Advanced Guide to Multilingualism. Edinburgh: Edinburgh University Press, 2022. 256 p. ISBN: Paperback: 9780748635641. Hardback: 9780748635634. Ebook (ePub): 9781399501149. Ebook (PDF): 9780748635658.","authors":"E. Protassova","doi":"10.22333/ijme.2022.200011","DOIUrl":"https://doi.org/10.22333/ijme.2022.200011","url":null,"abstract":"With this textbook by Larissa Aronin, those who prepare a course on multilingualism do not need to search for other sources, because it is comprehensive, concise, and up to date. In the modern world, full of minorities, refugees and migrants, it should be a must-read for every schoolteacher and student. Being an overview of the latest fundamental issues in the field, the book contains multidisciplinary and hands-on resources. Yet, it is not only about multilingual people and their groups, but also about spaces and objects used by linguistically diverse communities. Everyone needs to be aware of challenges posed by multilinguals in education, translation as well as societal and family language policy. Indeed, the multiple languages and identities of children and old people, those in care and under investigation and trial reveal problematic attitudes. It can be easily used as a course book during a twelve-week semester.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132970770","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":"Development of Reading Ability in Childhood by the Example of Georgian Language","authors":"Maia Shavshishvili","doi":"10.22333/ijme.2022.200010","DOIUrl":"https://doi.org/10.22333/ijme.2022.200010","url":null,"abstract":"Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125606782","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":"New Approach towards the EU Studies in Georgia","authors":"Ekaterine Kardava","doi":"10.22333/ijme.2022.20005","DOIUrl":"https://doi.org/10.22333/ijme.2022.20005","url":null,"abstract":"The issue of the EU Studies development in Georgia is highly actual and important considering the fact that during the last 30 years’ path of European integration, the people of Georgia have not lost their faith and hope honorably to find a place in the EU family. The start of the association process in 2014 based on the AA/DCFTA (within the association trio) and the emergence of a European Perspective for Georgia in 2022, required a qualitatively new understanding of the content and methods of EU studies. The article presents one of the innovative attempts and approaches toward EU studies at the Gori State University, which was developed within the framework of the Jean Monnet Module \"European Union Explored in Association Agreement\". Sharing and disseminating the experience of a new style of EU studies could be useful for EaP countries and others oriented on European development.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130989071","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":"Political Engagement of the Russian Speakers in Finland","authors":"E. Protassova","doi":"10.22333/ijme.2022.20007","DOIUrl":"https://doi.org/10.22333/ijme.2022.20007","url":null,"abstract":"Russian-speaking immigrants in Finland, like many other immigrants in the world, are reluctant to express their opinions on politics. They do not consider themselves competent enough to have the right to make a judgment in a situation in which they have not taken part and which they cannot view completely on their own. Gradually, immigrants who were born in various countries are becoming increasingly aware of their place in their new society, but they still feel they cannot fully trust their leaders. This article examines the attitude of Russian speakers to the Finnish elections and the ongoing war in Ukraine as presented in media and social media, interviews, and essays. It is not easy to compare whether they are less involved than the young Finns, or it is a generational thing. The conclusion points out the difficulties in adapting to a different political system than in the country of origin and illustrates the spectrum of opinions among the immigrants of the first and second generation who live in Finland and use Russian among other languages in their everyday life. Russian-language media continue to have a significant influence on Russian speakers, even though secondgeneration representatives rely less on these sources of information.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122950917","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":"Bilingualism as an independent variable in the education of national minorities in the example of Slovakian national minority in Vojvodina","authors":"Ruženka Šimonji Černak, Mila Beljanski","doi":"10.22333/ijme.2022.20002","DOIUrl":"https://doi.org/10.22333/ijme.2022.20002","url":null,"abstract":"The Slovakian people in Vojvodina are an autochthonous minority with command of both Slovakian and Serbian language. The Constitution of the Republic of Serbia enables them to receive education in their mother tongue. The task of this paper is to analyse how the SlovakSerbian bilingualism affects the process of education in children whose mother tongue is Slovakian. The starting point is the fact that education of children who belong to national minorities is specific due to choice of their official medium of instruction, change of the medium of instruction, adapting to the majority language, learning of the majority language and development of intercultural competences. Within these specific aspects, throughout this paper, we have showcased various research conducted in the past 20 years. These research deal with the choice of the medium of instruction, influence of the change of the medium of instruction on academic achievement, adaptation to Serbian language in the secondary school, learning the majority language as core subject and research on bilingualism as a factor of developing interculturality of children. Based on the results we can attempt answer to a question of how Slovakian-Serbian bilingualism affects the educational path of the Slovak national minority in Vojvodina","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128208489","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":"Practices of Submersion Education and Readiness of Teachers to Teach in a Culturally Diverse Classroom on the Case of Georgia","authors":"Elene Jajanidze","doi":"10.22333/ijme.2022.20001","DOIUrl":"https://doi.org/10.22333/ijme.2022.20001","url":null,"abstract":"In this article will be introduced the teaching practice and challenges for one of the most popular education programs in Georgia, the Submersion Bilingual Program. The practice of submersion bilingual education includes the learning and teaching process of linguistic majority and minority students together, in the same classroom environment, with the same curriculum in the majority language. The existence of a submersion bilingual program in Georgia is conditioned by the ethnic and linguistic diversity of the country's population. The article is based on a qualitative research in which I studied the attitudes of teachers in submersion schools and their professional readiness to teach in a multilingual classroom. The research analyzes the difference between teachers' expectations towards minority and majority students and the impact of teachers' attitudes and preconceptions on the process of forming expectations towards ethnic students. The article below also highlights the challenges specific to submersion schools, the methodological knowledge and intercultural skills of teachers, and their practices for effective teaching in a different language environment. At the end of the article the author's conclusions and recommendations are provided which are based on the research findings in order to improve teaching practice","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116288183","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":"Georgian Online Exercises for the Foreign Students − the principles of construction","authors":"Rusudan Zekalashvili","doi":"10.22333/ijme.2021.20001","DOIUrl":"https://doi.org/10.22333/ijme.2021.20001","url":null,"abstract":"Difficulties in the Georgian language learning are conditioned by the complexities of the language itself and by its otherness in comparison with the European languages. After the reading and writing skills are obtained, the complexities of the Georgian grammar remain to seem impossible to overcome multiple diversifications of the forms of the parts of speech, abundance of affixes, polypersonality of verbs – all those factors originate several problems for the foreign learners. It is already several years that the program “Irbakhi” has been working on in the Ministry of education and science of Georgia (prof. Marika Odzeli − the author and coordinator of the program), website www.geofl.ge is created and is provided by the learning and methodological material, containing manuals, working sheets, reading material, methodological papers, reference material in grammar, grammar guide books and all the materials correspond to the Common European Framework of Reference for Languages (CEFRL). Learning a foreign language only from the manuals is not easy. As time passes, the distance learning methods and exercises are being worked on throughout the world and correspondingly, the abilities to fulfill independently several grammar exercises are also growing. In response to this, on the given stage, within the “Irbakhi” program, a number of the online grammar exercises were compiled containing learning activities for the several stages such as: listening, writing, reading, lexis and grammar. There are several types of the useful exercises, whenever it is necessary for the learners, listening to some words, phrases and texts is also available which helps to fulfill the grammar exercises. The grammar exercises are based on the basic dictionary and abstracts of the literature texts, the fundamental issues of which are given in the text books, work books and reading material. The online grammar exercises represent the convenient additional learning material. When compiling them, we had to solve some problems: choosing the essential problems and systematizing them by the levels, using vocabulary as the base, creating systemic menu and using large varieties of the exercises themselves. The drop-down menu shows the Georgian grammar system through its morphology and syntax (i.e. parts of speech, grammatical categories and others). The issues related to the verbs are especially diverse, including person, number, mood, conjugation forms, preverb, special types of conjugation and so on. Some types of the grammar exercises are used: marking the correct answer out of 3 or 4 given; inserting a right answer into the right space of the table or scheme, also the type of exercise as drag and drop, choose the proper words or the endings in the given full texts. The exercises are simple in use, oriented on practical knowledge, self-checking and improving the level of knowledge.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130105243","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":"Grammatical-pragmatic aspects of teaching verb forms to non-Georgian speakers","authors":"Rusudan Saghinadze","doi":"10.22333/ijme.2021.20002","DOIUrl":"https://doi.org/10.22333/ijme.2021.20002","url":null,"abstract":"For non-Georgian speakers, in the process of teaching the Georgian language, it is crucial to overcome the problems that accompany the understanding, comprehension and mastering of verb forms. The complexity and diversity that is characteristic to the Georgian verb is conditioned not only by polypersonalism or even by the large number and functional richness of the prepositions, but also by the variety of lexical means. The Georgian language has inexhaustible means to produce new verb forms, in order to give the speaker (speaking individual) opportunity to express the new semantics more accurately, to specify the utterance and to add more clarity to the meaning. For example, if a language learner expresses a desire to perform an action, then it is better to first get him/her used to the infinitive constructions of the verbs including I want (I would like), for example, I want (I would like) tsakitkhva – to read (mushaoba – work... tsasvla – go, dadgoma – stand... tqma – say, chatsma – dress...) In the next level of language learning, we can also introduce verb constructions expressing the desired action: I want (I would like) tsavikitkho – to read (vimushao – to work... tsavide – to go, davdge – to stand... vtqva – to say, chavitsva – to put on...). This will also prepare the ground for the language learner to express the obligation with the help of a particle unda (I must): unda tsavikitkho – I must read (vimushao – work... tsavide – go, davdge – stand... vtqva – say, chavitsva – put on...). He/she could easily build relatively extensive constructions: qartuli ena kargad unda vistsavlo – \"I must learn Georgian well\"; dghes bevri unda vimushao – \"I must work a lot today\"; khval universitetshi unda tsavide – \"I must go to university tomorrow\"; dilit adre unda avdge – \"I must get up early in the morning\"; es teqsti zepirad unda vtqva? – \"Should I say this text orally?\"; Tbilad unda chavitsva – \"I must dress warmly\". The report will provide extensive material to demonstrate the grammatical and lexical means that will make the learning / teaching process of verb forms easier for non-Georgian speakers.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130881293","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}