Intensive education and linguistic competence in mother tongue

This article deals with the implications of Aboriginal communicative norms and interaction patterns on the development of linguistic competence in Aboriginal students, with special attention to the behavioral norm of noninterference in their interactions with others. More specifically, this paper argues that many Aboriginal students for whom English is their mother tongue find themselves in a similar situation as ESL learners insofar as they communicate and interact in ways that are consistent with their ancestral language. Drawing on ethnographic research with Aboriginal communities, this article outlines the sociolinguistic difficulties that many Aboriginal people encounter in their relationships with dominant culture researchers as well as teachers. This article stresses the need to recognize the development of dual linguistic competence in Aboriginal students, thereby contributing to their educational success.

Download Full-text

Developing Linguistic Competence Through Algorithmic Exercises In 5th Grade Mother Tongue Lessons

The American Journal of Social Science and Education Innovations ◽

10.37547/tajssei/volume02issue12-42 ◽

2020 ◽

Vol 02 (12) ◽

pp. 235-239

Author(s):

Turaboeva Muqaddas Yakubjanovna ◽

Keyword(s):

Mother Tongue ◽

Linguistic Competence ◽

5Th Grade

This article discusses algorithmic exercises as a means of increasing the effectiveness of 5th grade mother tongue teaching. In particular, it is scientifically based on the development of pupils' knowledge of linguistic competence through the performance of algorithmic exercises.

Download Full-text

Multilingual competence of Adam Mickiewicz

Vilnius University Open Series ◽

10.15388/pzop.2020.8 ◽

2021 ◽

pp. 119-138

Author(s):

Helena Błazińska

Keyword(s):

Nineteenth Century ◽

Mother Tongue ◽

Linguistic Competence ◽

Foreign Languages ◽

Cultural Traditions ◽

Multi Stage ◽

Political Relations ◽

Basic Level ◽

Adam Mickiewicz

This article aims to show multi-stage acquisition of linguistic competence by Adam Mickiewicz as a phenomenon of his era. It is also intended to bring closer political relations and cultural traditions of numerous environments, among which the poet stayed during his travels around multiple countries. It will also be important to show the usefulness of subsequent languages that our bard faced as an erudite and genius of the nineteenth century. Mastery of 11 foreign languages, apart from Polish as a mother tongue, including some used only for communication purposes, even at the basic level, can certainly raise admiration, also among posterity. In this respect, therefore, Adam Mickiewicz still appears to be an unsurpassed authority.

Download Full-text

Enhancing disciplinary literacies: languages of schooling and whole-school language projects in Spain

European Journal of Applied Linguistics ◽

10.1515/eujal-2017-0023 ◽

2018 ◽

Vol 6 (1) ◽

pp. 109-130

Author(s):

Víctor Pavón ◽

America Pérez

Keyword(s):

Foreign Language ◽

Bilingual Education ◽

Academic Language ◽

Mother Tongue ◽

Linguistic Competence ◽

Practical Application ◽

European Language ◽

Whole School ◽

Disciplinary Literacies ◽

Best Fit

AbstractEuropean language policy focusing on the development of the languages of schooling is opening new paths to best fit the necessities of students, whether in bilingual or monolingual communities. Bilingual education is no longer an exclusive entity, but is increasingly becoming mainstreamed. In doing so, it can promote the consolidation of linguistic competence in all languages in the curriculum. Thus, in parallel with proposals whose aim is primarily to improve the use of disciplinary literacies in the foreign language used as the vehicle of instruction, there are programmes which seek to strengthen the foreign language, the mother tongue, and perhaps a second foreign language, through the use of subject-specific literacies (pluriliteracies) in all the languages. An example of this strategy can be found in some regions of Spain, with the decision to promote the academic language in distinct areas and in different languages through implementation of whole-school language projects. This article describes the forces and mechanisms underlying the proposal, its characteristics and practical application, and ultimately addresses the relevance of the scheme as a valuable tool to surpass the traditional objectives of bilingual education programmes and to enhance the attainment of pluriliteracies in the curriculum.

Download Full-text

CRISIS OF ETHNIC IDENTITY WITH LANGUAGE LOSS OF ORAON TRIBE

Towards Excellence ◽

10.37867/te100103 ◽

2018 ◽

pp. 26-36

Author(s):

Stuti Bhagat

Keyword(s):

Ethnic Identity ◽

Mother Tongue ◽

Identity Crisis ◽

Linguistic Competence ◽

Language Loss ◽

The One ◽

Cultural And Linguistic Competence ◽

Language Learn ◽

Tribal Language

Why do you want to learn your language?”, “Learn English! the children speak in English fluently”, “What’s your mother tongue? - ‘Hindi”, “You belong to a tribe and you don’t you know your tribal language?” -- these are common remarks that the migrating people of a tribe settled in other areas, have to face. They usually avoid these questions or end up learning the language with the highest sociolinguistic capital in their surrounding context. Over a course of time, the language of their ethnic identity gets increasingly replaced in more and more domains. While these substitutions are taking place, when an individual contemplates about identity, the one thing that goes missing is the ethnic identity. Individuals not born and brought up around their tribe, lack the cultural and linguistic competence to appreciate one’s own ethnic identity. In course of time, this gives rise to an identity crisis. This crisis is not limited to one level, but on a wider arena there is language loss taking place. The reasons can be social, political, cultural, etc. Social reasons feature most prominently for all the stated problems and the strange questions that are asked. So, in the paper, attempts have been made to dissect the mentioned issues in vivid detail

Download Full-text

Linguistic knowledge and command of language

Journal of Linguistics/Jazykovedný casopis ◽

10.2478/jazcas-2018-0013 ◽

2018 ◽

Vol 69 (1) ◽

pp. 77-89

Author(s):

Juraj Dolník

Keyword(s):

Mother Tongue ◽

Linguistic Competence ◽

Linguistic Knowledge ◽

Communicative Rationality ◽

Human Beings ◽

Knowledge Based ◽

And Linguistics

Abstract Drawing on the ideas of many pragmatically based philosophers of language and linguistics, the author proposes a conception of command of language with regard to linguistic cultivation of language users. His approach to the problem may be summarized in the sentence that the cultivation of the mother tongue is adequate when it is in harmony with communicative rationality that originated from the fact that human beings are behavioural-actional creatures. The main point is that the rationality of communication is based on the function of the intention-emergent-mechanism; that is, we are in natural linguistic state if the working of this mechanism is not disturbed. The cultivation of command of language can only be successful as the developing of the natural linguistic state when the requirement of the natural coordination of the behavioural and actional linguistic competence remains in force, in other words, it is necessary to take into consideration that for the natural command of language is responsible the interplay of the not-knowledge-based grammatical disposition and the language knowledges.

Download Full-text

Linguistic Competence in Aphasia

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.3.87 ◽

2008 ◽

Vol 17 (3) ◽

pp. 87-92

Author(s):

Leonard L. LaPointe

Keyword(s):

Language Use ◽

Linguistic Competence ◽

Careful Study ◽

Feral Children ◽

Performance Factors ◽

Performance Loss ◽

Linguistic Rules ◽

Communication Goals ◽

Aphasia Treatment ◽

And Performance

Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.

Download Full-text