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Ellen Hurst-Harosh 《Africa Education Review》2020,17(1):35-50
AbstractAfrican Urban Youth Languages (AUYLs) are increasingly coming under the spotlight of linguists and sociolinguists across the continent, who are investigating their relationship to standard and/or vernacular varieties. Simultaneously, they are being discussed by educators and education researchers, although little has yet been published in this critical area. The difficulties for educators posed by students speaking “non-standard” varieties has been highlighted by recent studies investigating literacy and language in the classroom. This article presents an overview of some of the challenges posed to education by AUYLs. It considers recent studies of AUYLs in educational contexts from around the continent. It then presents data from South Africa which highlights different orientations towards the South African AUYL “Tsotsitaal” in educational domains. The argument is made that the position of both teachers and pupils is vulnerable, and that the legitimacy of the distinction between standard language and urban vernacular language needs to be reconsidered. 相似文献
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鲁迅和本雅明是生活在同一时代,不同国度的两位著名学者。他们在最理想的翻译问题上所持的观点非常相似：借助外国语言来深化本国语言;主张透明的翻译,反对过度归化。他们持有相似观点并非偶然,然而表面的相似也隐藏着各自理论思想的差异。鲁迅和本雅明生活的历史背景、所持的语言观、翻译观存在差异和相似形,同时也折射出各自眼中理想的翻译。 相似文献
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"2001年欧洲语言年"的举办,取得了令人瞩目的成果,提高了欧盟公民对欧盟丰富的语言和文化多样性的认识,提升了语言多样化的概念。它对欧洲语言政策的讨论和语言教学产生了重大影响,导致语言多样化政策被逐渐纳入区域政策。欧洲语言年是欧盟语言政策的转折点,欧盟从此把视角从对主要语言的关注,转移到对所有语言的关注,语言政策逐渐向多样化方向发展。 相似文献
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欧洲汉语能力基准项目(European Benchmarking Chinese Language Project,EBCL)是欧盟资助并由来自英、法、德、意的四所高校承担的研究项目,其主要目的是依据《欧洲语言共同参考框架(Common European Framework of Reference for Languages,CEFR)》为欧洲的汉语学习者制定一个可以参考的汉语能力基准框架。本文首先简要介绍欧洲汉语能力基准项目及其参考依据——欧洲语言共同参考框架,并以欧洲汉语能力基准项目阅读理解能做说明为例,阐述基准项目对欧洲框架的继承与发展,最后论述了基准项目和欧洲框架对国内汉语水平考试研发的启示。 相似文献
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研讨式教学在西方发达国家高等学校已成为一种普遍的教学方法。笔者对英国普利茅斯大学在埃克斯茅斯分校的英语专业及其他专业的教师使用研讨式教学的调研及介绍;对毕节学院外语系外籍教师,部分外语系教师进行调研;笔者本人使用研讨式教学的尝试以及对外语系学生进行问卷调查,结果表明英国普利茅斯大学的研讨式教学适应于毕节学院外语系。适当使用研讨式教学比单一使用传统的演讲式教学效果好。 相似文献
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钟平艳 《湖北广播电视大学学报》2005,22(1):53-56
从京师同文馆创设角度看西学在中国的进入方式，西学在中国的认同状态，西学在中国的文化土壤，由此可见“中体西用”思想并不能使西学在中国得到系统地传播。同时也反映了西学东渐在中国要经历相当艰难地过程。 相似文献
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Isabelle Schäfer 《Education 3-13》2018,46(3):291-306
School partnerships to manage transition between primary and secondary settings are well developed. However, studies show that some aspects of transition in Modern Languages leave much to be desired, as mentioned in a recently published report on KS3 provision ([Office for Standards in Education. 2015. “KS3: The Wasted Years?” https://www.gov.uk/government/publications/key-stage-3-the-wasted-years]), even if the importance of a seamless continuum to manage change effectively is clearly emphasised by policy makers and advocated by research. Addressing transition issues entails considering a myriad of parameters. Government policy and ‘good practice’ cannot be implemented without consideration for school characteristics and teachers’ professional circumstances and areas of expertise. The focus of this article lies on uncovering opportunities for professional learning offered by cross-phase collaboration between primary and secondary students on initial teacher training programmes. Students took part in a small-scale project and they were challenged to work collaboratively and to co-plan and co-teach a lesson to primary school pupils. The project investigated outcomes of collaboration for professional learning. Data, both quantitative and qualitative, were collected through questionnaires. Results showed the impact of collaboration on students’ self-awareness and awareness of their colleagues’ areas of developing expertise as well as implications for professional practice. 相似文献
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Jan Wright Ken Cruickshank Stephen Black 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):98-112
Much of the literature on social class and language study in schools argues that for middle-class parents and their children, languages are chosen for their capacity to offer forms of distinction that provide an edge in the global labour market. In this paper, we draw on data collected from interviews with parents and children in middle-class schools in Australia to demonstrate how a complex amalgam of elite, cultural identity and/or trade language discourses came into play to explain the choice (or not) to study a language and the choice of specific languages. For many of the parents languages provided a limited form of ‘civic multiculturalism’, as a means of better understanding and respecting the ‘other’. We argue that the value attributed to high status languages via this discourse, means their continued presence in schools hoping to attract middle-class parents, but their relative absence in schools with largely working-class populations, where more ‘practical’ concerns dominate. 相似文献