scholarly journals The Problem of Trilingualism Among Ukrainian People of Non-Polish Descent in Pavlo Levchuk’s Monograph “Trójjęzyczność ukraińsko-rosyjsko-polska Ukraińców niepolskiego pochodzenia” (Kraków: Księgarnia Akademicka, 2020, ss. 299)

2021 ◽  
Author(s):  
Danylo Reha
Keyword(s):  
Foreign Language ◽  
Language Problem

The Problem of Trilingualism Among Ukrainian People of Non-Polish Descent in Pavlo Levchuk’s Monograph “Trójjęzyczność ukraińsko-rosyjsko-polska Ukraińców niepolskiego pochodzenia” (Kraków: Księgarnia Akademicka, 2020, ss. 299)The reviewed monograph is the first significant work on the phenomenon of Ukrainian–Russian–Polish trilingualism of Ukrainian people of non-Polish descent. The monograph contains the results of research which was conducted between 2015 and 2017 among Ukrainian people of non-Polish descent, for whom Polish is a foreign language. Problem trójjęzyczności ukraińsko-rosyjsko-polskiej ludności niepolskiego pochodzenia w monografii Pavlo Levchuka "Trójjęzyczność ukraińsko-rosyjsko-polska Ukraińców niepolskiego pochodzenia" (Kraków: Księgarnia Akademicka, 2020, ss. 299)Recenzowana monografia jest pierwszą znaczącą pracą na temat zjawiska trójjęzyczności ukraińsko-rosyjsko-polskiej ludności ukraińskiej niepolskiego pochodzenia. Monografia zawiera wyniki badań, które zostały przeprowadzone w latach 2015-2017 wśród ukraińskich osób niepolskiego pochodzenia, dla których język polski był językiem obcym.

A Look Back: The U.S. foreign language problem, as covered in Kappan

2020 ◽  
Vol 101 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Problem ◽  
Foreign Language Study ◽  
Look Back ◽  
Language Study ◽  
The U.S

In this monthly Kappan column, Teresa Preston shares a sampling of what past Kappan authors have written about foreign language instruction U.S. schools. Although it is not a topic that has appeared frequently in Kappan, concern about a lack of such instruction goes back at least as far as the 1930s. Although authors have generally agreed about the need for more foreign language study, disputes have emerged about which languages to study and what methods are most effective for teaching foreign languages. Authors have, however, agreed that language study should start earlier than it generally does.

scholarly journals Verbo-nominalne kolokacije kao periferni pojam u hrvatskim rječnicima

2021 ◽  
pp. 287-295
Author(s):  
Magdalena Baer
Keyword(s):  
Foreign Language ◽  
Language Problem ◽  
The Status ◽  
Digital Or

The aim of the paper is to indicate the status of the peripheral representation of verb-nominal collocations in Croatian monolingual dictionaries. After the analysis, it is evident that dictionaries and language portals do not record collocations as separate lexicographic units. Collocations appear only in the entries of individual lexemes that form a particular collocation, which is also not consistent, as there is no systematically implemented rule as to whether collocation should be listed next to the collocator or collocate. The absence of certain rules for recording collocations is a problem for people learning Croatian as a foreign language and for translators who need to quickly find the meaning of the required language problem. The problem of recording collocations can be solved by publishing a collocation dictionary of the Croatian language in digital or printed form.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Sign in / Sign up

Export Citation Format

Share Document