Thinking Language Awareness at a Science Centre

2018 ◽  
Vol 3 (1) ◽  
pp. 40-63 ◽  
Author(s):  
Danièle Moore ◽  
Maureen Hoskyn ◽  
Jacqueline K. Mayo
Keyword(s):  
Transformative Learning ◽  
Linguistic Diversity ◽  
Linguistic Landscape ◽  
Language Awareness ◽  
Multimodal Data ◽  
Video Recordings ◽  
Science Centre ◽  
Field Notes ◽  
Development Of Language ◽  
Selection Of

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.

Thinking Language Awareness at a Science Centre

2022 ◽  
pp. 905-929
Author(s):  
Danièle Moore ◽  
Maureen Hoskyn ◽  
Jacqueline K. Mayo
Keyword(s):  
Transformative Learning ◽  
Linguistic Diversity ◽  
Linguistic Landscape ◽  
Language Awareness ◽  
Video Recordings ◽  
Science Centre ◽  
Field Notes ◽  
Development Of Language ◽  
Vital Resource ◽  
Interactive Activity

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.

Plurilingualism and STEAM

2020 ◽  
Vol 5 (2) ◽  
pp. 1-23
Author(s):  
Daniel Roy Pearce ◽  
Mayo Oyama ◽  
Danièle Moore ◽  
Kana Irisawa
Keyword(s):  
Peace Education ◽  
Multimodal Data ◽  
Transferable Skills ◽  
Video Recordings ◽  
Science Technology ◽  
History Of ◽  
Field Notes ◽  
And Mathematics ◽  
The Relationship ◽  
Rich History

This contribution attempts to clarify the relationship between the practice of plurilingual education and STEAM (interdisciplinary pedagogy that incorporates science, technology, engineering, art, and mathematics) through the lens of peace learning at an elementary school in Japan. Japan has a rich history of peace education, although it has received limited focus in the international literature, whereas plurilingual education remains relatively unknown in the country. Within this context, the article examines a teacher-initiated plurilingual and intercultural project focused on a multidisciplinary approach to peace learning. Analyses of multimodal data, including video recordings, photographs, researchers' field notes, learners' journals, and semi-structured reflective interviews, will demonstrate how even within a highly homogenous context, practitioners can promote transferable skills and nurture a deeper awareness of language and openness to diversity, foster reflexivity, and encourage multidisciplinary engagement through plurilingual education, dialogue, and storying.

scholarly journals Plurilingual education and pedagogical plurilanguaging in an elementary school in Japan

2020 ◽  
Vol 1 (2) ◽  
pp. 243-265
Author(s):  
Danièle Moore ◽  
Mayo Oyama ◽  
Daniel Roy Pearce ◽  
Yuki Kitano
Keyword(s):  
Elementary School ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
World Language ◽  
Innovative Teaching ◽  
Content Learning ◽  
Video Recordings ◽  
Western Japan ◽  
Field Notes ◽  
Development Of Language

In this article, we examine a plurilingual practice in Japan – a country traditionally described as being extremely monolingual. The contribution explores innovative teaching that disrupts monolingual ideologies and how we view TESOL practice. The context of the study is a public elementary school situated in western Japan. We follow the classes of one teacher to discuss her use of pedagogical plurilanguaging as intentional instructional strategies that integrate several languages and cultural viewpoints to support the development of language and content learning, plurilingual awareness and multiperspectivity. We explain how we think it echoes with, and differs from, the concept of translanguaging. Data sources include audio and video recordings of classroom interactions, visual documentation, researchers’ field-notes, teachers’ and learners’ reflective journaling, as well as learners’ productions. The study has implications for teacher training and curriculum design and resituates the teaching of English as a world language in a more complex and multifaceted way.

Language, Politics and Society in the Middle East

2018 ◽  
Author(s):  
Abeer AlNajjar
Keyword(s):  
Middle East ◽  
Linguistic Landscape ◽  
Language Politics ◽  
Road Signs ◽  
Grassroots Initiatives ◽  
Language And Politics ◽  
Development Of Language ◽  
Core Questions ◽  
The Relationship ◽  
Shed Light

This book aims to shed light on core questions relating to language and society, language and conflict, and language and politics, in relation to a changing Middle East. While the book focuses on Arabic, it goes way beyond a purely linguistic analysis by bringing to the fore a set of pressing questions about the relationship between Arabic and society. For example, it touches on the development of language policy via an examination of administrative mandates (top-down) in contrast to grassroots initiatives (bottom-up); the deeper layers of the linguistic landscape that highlight the connection between politics, conflict, identity, road signs and street names; Arabic studies and Arabic identity and the myriad ways countries deal simultaneously with globalisation while also seeking to strengthen local and national identity, and more.

scholarly journals Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 81-97
Author(s):  
Thana Hmidani
Keyword(s):  
Linguistic Competence ◽  
First Year ◽  
Language Awareness ◽  
Intensive English ◽  
First Year Students ◽  
Medical College ◽  
Temporal System ◽  
Post Test ◽  
And Control ◽  
Selection Of

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.

scholarly journals Overcoming Aggressive Monolingualism: Prejudices and Linguistic Diversity in Russian Megalopolises

2020 ◽  
Vol 6 (1) ◽  
pp. 672-689
Author(s):  
Vlada Baranova ◽  
Kapitolina Fedorova
Keyword(s):  
Public Space ◽  
Linguistic Diversity ◽  
Language Attitudes ◽  
Russian Society ◽  
Linguistic Landscape ◽  
Labor Migrants ◽  
Russian Speakers ◽  
Multilingual Communication ◽  
The One ◽  
Everyday Reality

AbstractThe study deals with linguistic prejudices of citizens of the two main Russian cities, Moscow and St. Petersburg, toward speakers of foreign languages. It aims to reveal possible recent changes in the language ideology dominating Russian society. Monolingual and linguistically normative orientations rooted in the Soviet ideological approach are being challenged nowadays by global processes of migration and cultural diversification, which influence the everyday reality of Russian megalopolises. The research is based on the analysis of two sets of data: (1) meta-discourse on language attitudes derived from interviews with labor migrants and native Russian speakers in St. Petersburg and Moscow, and posts and comments on issues of language, migration, and linguistic landscapes, collected from websites and social media and (2) linguistic landscape data collected in 2016–2019, mainly in St. Petersburg, which reflect recent changes in attitude toward linguistic diversity in public space. These data show, on the one hand, that most city dwellers still relate to monolingual speech norms and try to implement control over public space; on the other hand, that the tolerance toward multilingual communication has been increasing over the years. The study suggests that these “first cracks” in monolinguals facades of Russian cities could eventually lead to the establishing of a less rigid language regime.

scholarly journals Constructing Sociocultural Awareness from the EFL Classroom

2018 ◽  
pp. 149-172
Author(s):  
Nancy Yolanda Bautista Pérez
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Private University ◽  
Local Context ◽  
Action Research Project ◽  
Professional Programs ◽  
Video Recordings ◽  
Sociocultural Awareness ◽  
Field Notes ◽  
English Classroom

This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibagué, Colombia. The study aimed to characterize the development of university students’ sociocultural skills, to analyze their perceptions and to examine the teacher’s procedures and possible implications required to implement the Raising Cultural Consciousness Macrostrategy taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection methods were used: the students’ artifacts, teacher’s field notes, questionnaires, video recordings and a focus group. The findings revealed that these university students became gradually aware of the importance of having the opportunity to develop tasks that allowed them to connect the English classroom with the local and global context. Furthermore, students suggested that this type of pedagogy should be an explicit component of the curricula of their professional programs. A review of the literature also showed that in our local context this kind of sociocultural study with a postmethod orientation is scarce, thus this study intends to bridge this gap in the Colombian ELT field

scholarly journals Enhancing the Students’ Learning Motivation by Using Instructional Media for Thailand’s Municipal School

2021 ◽  
Vol 9 (1) ◽  
pp. 76
Author(s):  
Salma Al Mardhiyyah ◽  
Mohammad Adnan Latief ◽  
Harits Masduqi
Keyword(s):  
Language Barrier ◽  
Learning Motivation ◽  
Common Language ◽  
Instructional Media ◽  
Learning And Teaching ◽  
Video Recordings ◽  
Classroom Language ◽  
Teachers And Students ◽  
Field Notes ◽  
Student Exchanges

In today’s era, the idea of conducting student exchanges and teaching practices overseas continues to grow. In this way, the cooperating countries can share their recent innovations in the field of education. The existence of a language barrier, however, may hinder learning and teaching in the classroom. Language barrier refers to the lack of a common language that prevents people from speaking to or understanding each other. It should be overcome as the information shared between teachers and students might be misinterpreted. This research was carried out as the researcher believed that the existing language barrier could be helped by increasing students’ motivation in the classroom. The aim of this study was to integrate the use of instructional media to enhance the students’ learning motivation of primary school in Thailand’s municipal school. This research used Classroom Action Research (CAR) design. The data was collected through the use of worksheets, still pictures, video recordings, interview guides, and field notes. The research results fulfilled the three criteria of success, namely classroom atmosphere, students’ learning motivation, and the strategy’s practicality. The researchers found that the use of instructional media could enhance students’ learning motivation and overcome the language barriers in the classroom.

Diversity and Multi-Version Systems

2014 ◽  
pp. 178-232
Author(s):  
Alexander Siora ◽  
Vladimir Sklyar ◽  
Vyacheslav Kharchenko ◽  
Eugene Brezhnev
Keyword(s):  
Printed Circuit Boards ◽  
Linguistic Diversity ◽  
Cost Effective ◽  
Ordinal Scale ◽  
Critical Systems ◽  
Safety Critical ◽  
Common Cause Failures ◽  
Safety Critical Systems ◽  
Diversity Strategy ◽  
Selection Of

To protect safety-critical systems from common-cause failures that can lead to potentially dangerous outcomes, special methods are applied, including multi-version technologies operating at different levels of diversity. A model representing different diversity types during the development of safety-critical systems is suggested. The model addresses diversity types that are the most expedient in providing required safety. The diversity of complex electronic components (FPGA, etc.), printed circuit boards, manufacturers, specification languages, design, and program languages, etc. are considered. The challenges addressed are related to factors of scale and dependencies among diversity types, since not all combinations of used diversity are feasible. Taking these dependencies into consideration, the model simplifies the choice of diversity options. This chapter presents a cost effective approach to selection of the most diverse NPP Reactor Trip System (RTS) under uncertainty. The selection of a pair of primary and secondary RTS is named a diversity strategy. All possible strategies are evaluated on an ordinal scale with linguistic values provided by experts. These values express the expert’s degree of confidence that evaluated variants of secondary RTS are different from primary. All diversity strategies are evaluated on a set of linguistic diversity criteria, which are included into a corresponding diversity attribute. The generic fuzzy diversity score is an aggregation of the linguistic values provided by the experts to obtain a collective assessment of the secondary RTS’s similarity (difference) with a primary one. This rational diversity strategy is found during the exploitation stage, taking into consideration the fuzzy diversity score and cost.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

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