/LING
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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) language education (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: language education
Is in goldstandard
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paper corpusSignosTxtLongLines295 - : Beyond the context of situation lies the context of culture, composed of social processes mediated by language. In terms of language education, culture and situation should not be seen as "two things, but rather the same thing seen from two different depths of observation" (Halliday, 1978: 16 ). The culture is the total potential of situation types −in discursive terms, it provides the potential of linguistic resources that can be used in each text produced in each particular situation. In the classroom environment, at the same time that the text instantiates the register, which realizes the context of situation, the potential that lies behind each text −a discursive potential built by teachers and students for exploring language− realizes and construes a context of culture for language learning.
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paper corpusSignosTxtLongLines295 - : "When we talk of the cultural context for language education, we have to go beyond the popular notion of culture as something defined solely by one's ethnic origins. All of us participate in many simultaneous cultures; and language education is the principal means by which we learn to do so" (1978:17 ).
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paper corpusSignosTxtLongLines295 - : In short, Halliday's (1978) suggestion is that, in the scope of language education, we interpret 'culture' from a linguistic viewpoint: just as in language education the term 'language' does not mean the whole, abstract concept of 'English' or 'French' or 'Chinese', but a particular variety of a language, such as commercial Chinese, academic French, or beginner's literacy in English, the cultural context for language teaching/learning should not be seen as:
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paper corpusSignosTxtLongLines295 - : 'English culture' or 'western culture' in general, but something much more specific: the cultural context in language education practice is "a context for language, a system of meanings that is realized in language and hence can be construed in language" (Halliday, 1978: 18 ).
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paper corpusSignosTxtLongLines295 - : To sum up, language plays a three-fold role in language education: in linguistic terms, it is the 'substance' of what is being learned, it is what we have to master in order to perform ; in extralinguistic terms, it is the 'instrument' through which we learn, and in that sense it constitutes a resource for learning; and in 'metalinguistic' terms it is the object of learning, the content we have to learn about. According to Halliday (1978), what unites these aspects of language education is that learners are expected, through a contact with language as substance, instrument and object, to create a system, a meaning potential, from the instantiations of language (texts) they are exposed to. And the key to this transformation is the context of situation, that is, "the coherent pattern of activities from which the discourse gains its relevance" (Halliday, 1978: 22). And it is also from the context of situation that the language learner will be able to construe a higher level system −the context
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paper corpusSignosTxtLongLines295 - : of culture. In language education, learners have to make predictions in two ways: to predict the text from the context, and to predict the context from the text, and this poses a particular difficulty to second or foreing language learners who are still unfamiliar with the total pattern of the new language: they have to learn from texts produced in a language they have little experience of . In Halliday's (1978: 23) words, in language education
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paper corpusSignosTxtLongLines295 - : To sum up, one of the main contentions of this paper is that we cannot fully understand a text if we do not know something about its context. As social beings, all our interactional contexts are social, and involve people doing things with their lives (field), interacting with others (tenor) and using some communicational channel and abstraction to do so (mode). Furthermore, our social contexts involve people participating in staged, goal-oriented activities (genres). The register variables of field, tenor and mode represent the attempt of the school of systemic functional linguistics to understand and explain the distinct situational contexts in which we operate and interact. The discussions about genre represent a more recent attempt from researchers from the same linguistic school to explore the context of culture, especially in terms of language teaching/learning. Referring to the relevance of the notions of context, register and genre to language education, Christie (2004: 34-35 )
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paper corpusSignosTxtLongLines360 - : Leow, R. P. (2007). Input enhancement in classroom-based SLA research: An attentional perspective. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education: Evolution in theory, research and practice (pp . 37-52). Stillwater, OK: New Forums. [ [56]Links ]
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paper corpusSignosTxtLongLines465 - : Cummins, J. (2005a). Teaching for cross-language transfer in dual language education: Possibilities and pitfalls [en línea] . Disponible en: http:// [164]http://www.tesol.org/docs/default-source/new-resource-library/symposium-on-dual-language-education-3.pdf?sfvrsn=0 [ [165]Links ]
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paper corpusSignosTxtLongLines523 - : “Specific purposes teaching refers to a distinctive approach to language education based on identification of the specific language features, discourse practices, and communicative skills of target groups, and on teaching practices that recognize the particular subject matter needs and expertise of learners” (^[41]Hyland, 2009: 201 ).
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paper corpusSignosTxtLongLines524 - : Indeed, these co-existing trends in language education, namely, the increase in SHLs and corresponding recognition of their unique needs, the need for domain-specific language education in the form of LSP, and the contemporary emphasis on experiential, community-based service learning led many scholars and language educators to a rather obvious conclusion: SSP for SHLs deployed via community service learning had untapped potential and could be a powerful agent for change . The potential for learning transcended language and could result in not only positive linguistic outcomes, but intrapersonal, political, and socio-cultural ones as well. Many applied linguists have closely analyzed the interface between two of the three elements (i.e., SHLs, SSP, and CSL), but to our knowledge there exists scant research that explores the confluence of all three. The need to develop connections between these three areas has created a curricular gap that is explored in the next section.
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paper corpusSignosTxtLongLines526 - : Hornberger, N. H. & Wang, S. C. (2008). Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In D. M. Brinton, O. Kagan & S. Bauckus (Eds.), Heritage Language Education: A New Field Emerging (pp . 3-35). New York, NY: Routledge . [ [226]Links ]
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paper corpusSignosTxtLongLines530 - : Oskoz, A. & Elola, I. (2014). Integrating digital stories in the writing class: Towards a 21st century literacy. In J. G. Guikema & L. Williams (Eds.), Digital Literacies in Foreign Language Education: Research, Perspectives, and Best practices (pp . 179-200). San Marcos, TX: CALICO. [ [126]Links ]
Evaluando al candidato language education:
1) context: 14
5) halliday: 6
8) learners: 5 (*)
9) learning: 5
10) linguistic: 5 (*)
13) learn: 4
14) contexts: 3
15) shls: 3
18) teaching: 3 (*)
20) practices: 3
language education
Lengua: eng
Frec: 69
Docs: 25
Nombre propio: 2 / 69 = 2%
Coocurrencias con glosario: 3
Puntaje: 3.940 = (3 + (1+5.70043971814109) / (1+6.12928301694497)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| language education |
: Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum. : But this view of culture is different from what is commonly understood in language education as "teaching language, teaching culture" (Halliday, 1978: 17). As Halliday remarks: : Byram, M. (2008). From foreign language education to education for intercultural citizenship. Essays and reflections. Clevendon: Multilingual Matters. : Carreira, M. (2014b). Teaching heritage language learners: A study of programme profiles, practices and needs. In A. Themistoklis & P. Trifonas (Eds.), Rethinking Heritage Language Education (pp. 20-44). Cambridge, UK: Cambridge University Press. : Castellotti, V. & Moore, D. (2002). Social representations of languages and teaching: Guide for the development of language education policies in Europe from linguistic diversity to pluri-lingual education. Strasbourg: Council of Europe. : Christie, F. (2012). Language education throught the school years: A functional perspective. Malden: Wiley-Blackwell. : Cohen, A. D. (2014). Strategies for the super-multilinguals in an increasingly global world. En B. Spolsky, O. Inbar-Lourie & M. Tannenbaum (Eds.), Challenges for language education and policy: Making space for people (pp. 270-280). Nueva York: Routledge. : Farías, M. & Orrego, R. (2008). Developing critical digital literacy in Chilean language education. Proceedings from AACE: World Conference on Educational Multimedia, Hypermedia and Telecommunication, Chesapeake, VA. : Farías, M., Obilinovic, K. & Orrego, R. (2011). Engaging multimodal learning and second/foreign language education in dialogue. Trabalhos de Lingüística Aplicada, 50(1), 133-151. : Fishman, J. (2001). 300-plus years of heritage language education in the United States. In J. Peyton, D. Ranard & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 81-97). McHenry, IL: Center for Applied Linguistics and Delta Publishing. : Hall, G. (2015). Literature in language education. New York: Palgrave. : Halliday, M. (1992). The notion of 'context' in language education. En T. Le & M. McCausland (Eds,), Interaction and development: proceedings of the international conference, Vietnam, 30 March - 1 April 1992. University of Tasmania: Language Education. : Javier Muñoz-Basols acknowledges funding from the Spanish Ministry of Science and Innovation as part of the project ‘Digital Identities and Cultures in Language Education / Identidades y culturas digitales en la educación lingüística’ (EDU2014-57677-C2-1-R). : Kagan, O. E., Carreira, M. M. & Chik, C. H. (Eds.) (2017). The Routledge Handbook of Heritage Language Education: From Innovation to Program Building. New York, NY: Routledge . : Laviosa, S. (2014). Translation and Language Education: Pedagogic Approaches Explained. New York, NY: Routledge . : Lee, C., Curtis J. & Curran, M. (2018). Shaping the vision for service-learning in language education. Foreign Language Annals, 51, 169-184. : Leeman, J. (2015). Heritage language education and identity in the United States. Annual Review of Applied Linguistics, 35, 100-119. : Leeman, J., Rabin, L. & Román-Mendoza, E. (2011). Critical pedagogy beyond the classroom walls: Community service-learning and Spanish heritage language education. Heritage Language Journal, 8(3), 1-22. : National Standards in Foreign Language Education Project (1996). Standards for Foreign Language Learning: Preparing for the 21 ^st Century. Lawrence, KS: Allen Press. : Norton, B. (2010). Language and identity. En N. Hornberger & S. McKay (Eds.), Sociolinguistics and language education (pp. 349-369). Bristol: Multilingual Matters. : Pan, L. (2011). English language ideologies in the Chinese foreign language education policies: A world-system perspective. Language Policy, 10, 245-263. : Pokrivčáková, S. (2015). CALL and Foreign Language Education: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. : Trifonas, P. P. & Aravossitas, T. (2014). Rethinking Heritage Language Education. Cambridge, UK: Cambridge University Press . : Tse, L. (1998). Ethnic identity formation and its implications for heritage language development. In S. Krashen, L. Tse & J. McQuillan (Eds.), Heritage Language Development (pp. 15-29). Culver City, CA: Language Education Associates. : Wallace, C. (2003). Critical reading in language education. New York: Palgrave Macmillan. : Wu, M., Lee, K. & Lung, G. (2014). Heritage language education investment among Asian American middle schoolers: Insights from a charter school. Language and Education, 28(1), 19-33. |