Bilingual creativity: a definition

Bilingual creativity: a definition

The notion of ‘bilingual creativity’, defined by Kachru (1985: 20) as “those creative linguistic processes which are the result of competence in two or more languages” Kachru, Braj B. (1985) The bilinguals’ creativity. Annual Review of Applied Linguistics 6, 20–33.

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Evaluating a CLIL Student: Where to Find the CLIL Advantage

Evaluating a CLIL Student: Where to Find the CLIL Advantage

Utrecht Studies in Language and Communication, January 1, 2014 Chapter Four Evaluating a CLIL Student: Where to Find the CLIL Advantage   Surmont, Jill, Van de Craen, Piet, Struys, Esli, Somers, Thomas, Utrecht Studies in Language and Communication   In this paper, the authors show that evaluating a CLIL student should not stop at evaluating language competence. CLIL approaches the natural way of learning, as it provides both implicit and explicit learning – which is…

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Multilingualism as a resource for learning and teaching

Multilingualism as a resource for learning and teaching

Somers, T, Lochtman, K & Van De Craen, P 2014, ‘Multilingualism as a resource for learning and teaching‘. in N Morys, C Kirsh, ID Saint-georges & G Gretsch (eds), Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social, vol. 22, Peter Lang , Frankfurt am Main, pp. 191-208.  

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Challenges to multilingual language teaching Towards a transnational approach

Challenges to multilingual language teaching Towards a transnational approach

Michael Kelly Abstract This article examines issues involved in developing a multilingual approach to language teaching within higher education. It discusses the concepts of multilingualism and plurilingualism that are currently used, and the ways in which they are reflected in practice. It suggests that multilingual approaches must address a largely monolingual ethos in language teaching, based on long-established pedagogical priorities. It examines difficulties in developing multicultural professional identities, arising from communities of practice that are…

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English as a lingua franca in Europe: A mismatch between policy and practice

English as a lingua franca in Europe: A mismatch between policy and practice

Alessia Cogo, Jennifer Jenkins Abstract In this article, we argue that the European Union, in which English has over the past couple of decades become the de facto lingua franca, should acknowledge the usefulness of English in this role, and that instead of ignoring what is happening in practice, should build English into EU language policy. This, we believe, will mean coming to terms with the kinds of language forms and skills involved in the…

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Creating a framework for a large-scale implementation of Content and Language Integrated Learning The first steps

Creating a framework for a large-scale implementation of Content and Language Integrated Learning The first steps

Jill Surmont, Esli Struys, Thomas Somers Abstract We argue that in order for the EU 2020 educational goals to be achieved, a large-scale implementation of Content and Language Integrated Learning (CLIL) is necessary. This educational approach not only ensures knowledge of multiple languages but it also stimulates pupils in such a way that they reach a higher cognitive level. To enable such large-scale implementation, a framework is needed that offers support and guidelines for the…

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Language of authority: Issues of identity and authority in an online community

Language of authority: Issues of identity and authority in an online community

Armstrong N, Koteyko N, Powell J. (2011). ‘Oh dear, should I really be saying that on here?’ Issues of identity and authority in an online diabetes community. Health : An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 16(4), 347- 365. http://hea.sagepub.com/content/16/4/347 https://lra.le.ac.uk/bitstream/2381/10005/6/ARMSTRONG_VC%20Postings%20paper%20-%20accepted%20version.pdf We explore peer-to-peer discussions which took place in a UK-based diabetes ‘Virtual Clinic’ online community. In particular, we seek to understand the rhetorical nature and content of exchanges over…

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Blommaert vs Fairclough. Not global, but Local criteria and norms define the processes of change

Blommaert vs Fairclough. Not global, but Local criteria and norms define the processes of change

http://www.discourse-studies.com/en/publications/tiao_mu/2014/4/24_Book_reviews_files/jan.pdf Language in Society 40 (2011) doi:10.1017/S0047404511000492 JAN BLOMMAERT, The sociolinguistics of globalization. Cambridge: Cambridge University Press, 2010. Pp. xvi, 213. Reviewed by HAILONG TIAN To develop his sociolinguistics of globalization, Blommaert critically reviews three books on the topic from the field of language study (14–20), including Language and globalization (Fairclough 2006), which has received criticism (e. g. Blommaert 2008, Shi-xu 2009) as well as positive comments (e.g. Tian 2010). In the 2008 review and…

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The Church Slavonic alphabet as the divine mystery

The Church Slavonic alphabet as the divine mystery

Religion and language in post–Soviet Russia / Brian P. Bennett.   If it is not an oxymoron, a kind of quotidian mysticism infonns ecclesiastical literature on Church Slavonic. The notion of some kind of”secret” or “mystery” hidden within the script is found frequently in catechetical materials. According to one abecedarium, the letters of the Slavonic alphabet are not mere neutral tools; rather, their names and fonns convey infonnation about the structure of the universe (Shumskikh…

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Critical Studies of Chinese Discourse

Critical Studies of Chinese Discourse

Hailong Tian (Principal investigator) Funded by China’s National Social Sciences Grant (03BYY024), completed in Sep. 2008 with grade B In an age of globalization, China is experiencing social changes —- while it is developing, it is glocalizing and recontextualizing. As a result, new social entities have kept emerging and new discourses that constitute and represent these changes also keep emerging. For example, new ways of managing in institutional organizations such as higher education, new social…

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