scholarly journals Doing Content and Language Integrated Learning With a Minority Language: A Teacher Development Model

2020 ◽  
Vol 12 (3) ◽  
pp. 61
Author(s):  
Marcella Menegale ◽  
Ada Bier
Keyword(s):  
Teacher Development ◽  
New Teacher ◽  
Minority Language ◽  
Literacy Skills ◽  
Teacher Autonomy ◽  
Development Model ◽  
Teaching Skills ◽  
Minority Languages ◽  
Educational Goal ◽  
Functional Literacy

Recent research suggests that minority languages cannot be lastingly revitalised unless related functional literacy skills become an explicit educational goal. Focussing on the Friulian minority language in Italy, this paper discusses the importance of developing literacy skills in the minority language. In line with this, a new teacher development model in CLIL has been conceived and piloted with a small group of teachers of Friulian. The findings of the study suggest that the model was effective in relation to both the development of teaching skills in CLIL and in literacy related issues and, more in general, to the promotion of teacher autonomy.

English as Eastern: Zhuang, Mongolian, Mandarin, and English in the linguistic orders of globalized China

2021 ◽  
Vol 2021 (271) ◽  
pp. 35-64
Author(s):  
Alexandra Grey ◽  
Gegentuul Baioud
Keyword(s):  
Social Order ◽  
Language Ideologies ◽  
Minority Language ◽  
Minority Languages ◽  
Republic Of China ◽  
Political Discourses ◽  
Socially Constructed ◽  
Theory Of Language ◽  
Academic Discourses ◽  
East West

Abstract Socially constructed and globally propagated East-West binaries have influenced language ideologies about English in the People’s Republic of China (PRC), but they are not hegemonic. This essay explores how East-West language ideologies are reformed in mergers with Mandarin-minority language ideologies. It discusses two separate but similar recent studies of minority language speakers and language ideologies in the PRC, respectively by Grey and Baioud. Each study reveals aspects of how Mandarin and English are being socially constructed as on the same side of a dichotomous and hierarchic linguistic and social order, in contradistinction to minority languages. The essay thus problematizes the construction of English as a Western language and Mandarin as an Eastern language; both in academic discourses and in wider social and political discourses. The essay uses Asif Agha’s theory of “enregisterment” to unify the points drawn from each study. It concludes that the language ideologies and practices/discourses under examination reproduce the displacement of a subaltern status; we describe this process as dynamic, internal Orientalism and “recursive” Orientalism, drawing on foundational theory of language ideologies. This essay paves the way for further studies of recursive Orientalism.

Facts and transformations in European minority language media systems amid digitalization and economic crisis

2018 ◽  
Vol 81 (3) ◽  
pp. 235-258 ◽  
Author(s):  
Iñaki Zabaleta ◽  
Arantza Gutierrez ◽  
Carme Ferré-Pavia ◽  
Itxaso Fernandez ◽  
Nikolas Xamardo
Keyword(s):  
Economic Crisis ◽  
Relative Weight ◽  
Minority Language ◽  
Minority Languages ◽  
Full Time ◽  
Media Type ◽  
Wide Range ◽  
The Media ◽  
Media Systems ◽  
Comparative Nature

This article investigates the reality and variations of the European minority language media systems between 2009 and 2016, a period of serious economic crisis and accelerated digitalization process. To that aim, several parameters were measured: structure of the media systems and changes during that period along the variables of media type, ownership and reach; presence and relevance of major media in each of the communities; number and variation of full-time journalists; and the density or relative weight of the media systems with regard to the speaking population. The 10 minority languages under analysis (Basque, Catalan, Galician, Corsican, Breton, Frisian, Irish, Welsh, Scottish-Gaelic and Sámi) represent a wide range of communities. The relevance of the study lies in its direct comparative nature and in the fact that it thoroughly updates previous scholarly literature, measuring the changes which occurred within the 10 media systems.

Economy and funding of European minority language media: Reality and impact of digitalization and economic crisis

Journalism ◽  
2020 ◽  
pp. 146488492095403
Author(s):  
Iñaki Zabaleta ◽  
Nikolas Xamardo
Keyword(s):  
Economic Crisis ◽  
Public Funding ◽  
Qualitative Evaluation ◽  
Minority Language ◽  
Minority Languages ◽  
Scottish Gaelic ◽  
The Public ◽  
Public Aid ◽  
Media Types ◽  
Media Systems

This article investigates the economy of monolingual media systems in nine European minority language communities during 2009–2015, a period of strong economic crisis and accelerated digitalization. The main areas of study are three: The economic volume or weight of those media systems and its variation between 2009 and 2015; the current funding structure of the four media types (press, radio, TV and cybermedia); and the qualitative evaluation of media editors and managers on the effect of those two crises as well as the significance of the public aid. The nine European minority languages are Basque, Welsh, Galician, Irish, Breton, Frisian, Sámi, Corsican and Scottish-Gaelic. As for the findings, it can be highlighted that the economic volume or revenue of European minority language media is close to five hundred million euros per year, of which over ninety per cent is public funding, mostly devoted to broadcasting media. The conclusion set forth is that public funding should not be framed as aid but as a social, cultural and economic investment.

Interpreting and minority language planning and policy

2013 ◽  
Vol 37 (3) ◽  
pp. 227-248 ◽  
Author(s):  
Robert Neal Baxter
Keyword(s):  
Language Planning ◽  
Minority Language ◽  
Minority Languages ◽  
Language Planning And Policy ◽  
Linguistic Rights ◽  
Oral Interpretation ◽  
Potential Applications ◽  
Similarities And Differences

With potential applications for other minority languages, this paper discusses the implications of interpreting to and from Galician, starting with an overview of the current sociolinguistic situation, and the interpreting and translation market in Galicia in the light of political changes. After highlighting the similarities and differences between written translation and oral interpretation, the article examines the role played specifically by interpretation as a prestige-raising activity within the framework of language planning. Finally, the paper also discusses interpreting using minority languages as a tool enabling citizens to exercise their linguistic rights to the full.

scholarly journals Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity

2014 ◽  
Vol 22 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Michael Atkinson
Keyword(s):  
Adult Learners ◽  
Literacy Skills ◽  
Program Participation ◽  
Functional Literacy ◽  
Esl Programs ◽  
Adult Esl ◽  
Australian Context ◽  
Sense Of Identity

Adult  ESL  programs  in  the  Australian  context  are  heavily  influenced  by  neo-liberal notions  of  functional  literacy  and  numeracy.  This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity.  In this context a holistic, socially orientated  understanding  of  their  learning  and  their progress  is  preferable  to  an approach  which  views  and  evaluates  learners  against  preconceived  functional  literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.

scholarly journals Literacy Skills as a Barrier to Inservice Training

1970 ◽  
Vol 3 (3) ◽  
pp. 9-12 ◽  
Author(s):  
Robert H. Geeslin ◽  
Patricia W. York
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Research Study ◽  
Literacy Skills ◽  
Inservice Training ◽  
Summer Institute ◽  
School Teachers ◽  
Preservice Training ◽  
Functional Literacy ◽  
Teacher Trainer

This article presents the results of the administration of the Nelson-Denny Reading Test to three populations: (1) two groups of elementary school teachers assigned for inservice training, (2) elementary school teachers who volunteered for inservice training and also volunteered to participate in a research study, and (3) teachers participating in a summer institute. Findings indicate minimum functional literacy skills among some teachers assigned to inservice training, and evidence that even some participants in teacher trainer institutes function at levels barely literate. These findings indicate the necessity for more strict evaluation of persons completing preservice training, applying for teacher certification, applying for continuing contracts, and serving in the classroom.

Identifying and Assisting Low-Literacy Patients with Medication Use: A Survey of Community Pharmacies

2005 ◽  
Vol 39 (9) ◽  
pp. 1441-1445 ◽  
Author(s):  
Jessica L Praska ◽  
Sunil Kripalani ◽  
Antoinette L Seright ◽  
Terry A Jacobson
Keyword(s):  
Medication Adherence ◽  
Response Rate ◽  
Literacy Skills ◽  
Low Literacy ◽  
Functional Literacy ◽  
Low Health Literacy ◽  
Limited Literacy ◽  
To Receive ◽  
Patient Literacy ◽  
Poor Medication Adherence

BACKGROUND: Nearly one-half of adult Americans have limited functional literacy skills. Low patient literacy is associated with poor medication adherence and health outcomes. However, little is known about how pharmacies address literacy-related needs among patrons. OBJECTIVE: To determine the frequency with which pharmacies identify and provide appropriate assistance to patients with limited literacy skills and provide specific recommendations to help improve pharmacists' recognition of low health literacy, as well as strategies to improve adherence in this population. METHODS: Through a telephone-based survey of Atlanta-area pharmacies, we obtained information on (1%) whether the pharmacy attempted to identify patients with limited literacy skills, (2%) what measures were taken by the pharmacy to optimize the health care of low-literacy patients, especially with regard to medication adherence, and (3%) what services the pharmacy offered to improve adherence in general. RESULTS: The response rate among eligible pharmacies was 96.8% (N = 30%). Only 2 (7%) pharmacies reported attempting to identify literacy-related needs among their patrons. One of these facilities provided additional verbal counseling to assist low-literacy patients, and the other pharmacy involved family members, provided verbal counseling, and had patients repeat instructions to confirm comprehension. Most pharmacies reported availability of adherence aids that could help low-literacy patients if such patients were identified and targeted to receive additional assistance. These included verbal and written counseling (offered at 73% of pharmacies), packaging or organizing aids (27%), refill services (17%), and graphic or multimedia aids (13%). CONCLUSIONS: Pharmacies infrequently attempt to identify and assist patients with limited literacy skills.

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