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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 policies (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: language policies
Is in goldstandard
1
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : As part of the previous discussion reveals, participants' tendency to adhere to the myth of the native speaker is not isolated from the ideological make up of their context. In addition to Colombian society's leverage of the ideological bias behind (non) nativeness and to language policies promoted by the government, educational institutions support this ideology as the following excerpts taken from University B syllabi objectives reveals: "Participates in conversation exhibit such a degree of fluency and spontaneity that they can interact with native speakers without generating tensions for any of the interlocutors" (Comunicación Oral II, Course Syllabus, 2014 ) and "Students will be able to understand main and specific ideas-even though this might not be possible in full detail-of an oral utterance performed by a native speaker or authentic text" (Comunicación Oral III, Course Syllabus, 2014).
2
paper CO_ColombianAppliedLinguisticsJournaltxt66 - : Similarly, in Mexico, the sociopolitical dimensions of the debate over language policies for minority indigenous communities (often enacted by policymakers who are members of the dominant mestizo community) revolve around two key questions (Hamel, 2008): Should members of indigenous communities be forced to assimilate and give up their ethnic identity and language in order to become accepted citizens of the nation ? And, Could indigenous peoples integrate into and acquire full membership in the dominant mestizo society while simultaneously preserving and fostering their own identity and diversity?
3
paper CO_ColombianAppliedLinguisticsJournaltxt269 - : Language policies in Colombia: a tension between the local culture and the Eurocentric culture
4
paper CO_Íkalatxt300 - : Governmental professional development initiatives for the implementation of language policies and curriculum guidelines: Secondary school teachers’ experiences, challenges and views
5
paper CO_Íkalatxt300 - : How to reference this article: Sierra-Piedrahita, Ana María, and Echeverri-Sucerquia, Paula Andrea (2020). Governmental professional development initiatives for the implementation of language policies and curriculum guidelines: Secondary school teachers’ experiences, challenges and views . Íkala, Revista de Lenguaje y Cultura, 25(1), [188]http://www.doi.org/10.17533/udea.ikala.v25n01a13
6
paper CO_Íkalatxt103 - : 6. Cárdenas, M. (2007). Language policies and classroom realities: bridging the gap . ASOCOPI Newsletter, 6 - 7. Retrieved from [48]http://asocopi.org/files/newsletter_march_2007.pdf [ [49]Links ]
Evaluando al candidato language policies:
1) native: 3
2) oral: 3 (*)
3) indigenous: 3
language policies
Lengua: eng
Frec: 122
Docs: 48
Nombre propio: 2 / 122 = 1%
Coocurrencias con glosario: 1
Puntaje: 1.544 = (1 + (1+3.32192809488736) / (1+6.94251450533924)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| language policies |
: *Ljosland, R. (2010). English as an academic lingua franca: Language policies and multilingual practices in a Norwegian university. Journal of Pragmatics, 43(4), 991-1004. : August, D., Goldenberg, C., y Rueda, R. (2011). Restrictive state language policies: Are they scientifically based? In P. Gándara y M. Hopkins (Eds.), Forbidden Language. English Learners and Restrictive Language Policies (pp. 139-158). New York: Teachers College Press. : Canagarajah, S. (2000). Negotiating ideologies through English: Strategies from the periphery. In T. Ricento (Ed.), Ideology, politics, and language policies: Focus on English (pp. 121-132). John Benjamins. [122]https://doi.org/10.1075/impact.6.10can : Cardenas, M. L. (2007). Language policies and classroom realities: Bridging the gap. ASOCOPI Newsletter, 6 - 7. Retrieved from [64]http://www.asocopi.org. : García, Ofelia, y Menken, Kate. (2010). Stirring the onion. Educators and the dynamics of language education (looking ahead). En K. Menken, y O. García (Eds.), Negotiating Language Policies in Schools. Educators as Policymakers (pp. 249-261). Nueva York: Routledge. : Guerrero, C. H. (2009). Language policies in Colombia: The inherited disdain for our Native languages. HOW Journal16, 11-24. Retrieved [147]http://www.asocopi.org/HOW_2009.html : Guerrero, Carmen Helena. (2009). Language policies in Colombia: The inherited disdain for our native languages. HOW, A Colombian Journal for Teachers of English, 16(1), 11-24. Recuperado de [123]http://goo.gl/fMHsEd : Jung, S. K. & Norton, B. (2002). Language planning in Korea: The new elementary English program. En J. W. Tollefson (ed.), Language policies in education: Critical issues (pp. 245–266). Mahwah, NJ: Lawrence Erlbaum Associates. : Menken, K. & García, O. (2010). Negotiating Language Policies in Schools, Educators as Policymakers. New York, USA: Routledge. : Phillipson, R. (2000). English in the new world order: Variation on a theme of linguistic imperialism and “world” English. En T. Ricento (Ed.), Ideology, Politics and Language Policies: Focus on English (pp. 87-106). Ámsterdam: John Benjamins. : Ricento, T. (Ed.). (2000). Ideology, politics, and language policies: Focus on English. Amsterdam: John Benjamin Publishing Co. Retrieved from [198]http://goo.gl/xK2JiZ : Shohamy (2006, p.76) defines language education policies as a concept more specific than language policies. She says that: : Shohamy, E. (2010). Cases of Language Policy Resistance in Israels Centralized Educational System, en: K. Menken & O. García (Eds). Negotiating Language Policies in Schools. Educators as Policymakers (pp.182-197). New York, USA: Routledge. : Tollefson, J. (2013 ). Language policies in education, critical issues. Nueva York: Routledge [242]. https://doi.org/10.4324/9780203813119 |