DOCSLIB.ORG

The Ignored Potential of Albanian- Speaking Minority Children in Swiss Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Ignored Potential of Albanian- Speaking Minority Children in Swiss Schools The Ignored Potential of Albanian- Speaking Minority Children in Swiss Schools Andrea U. Haenni Hoti Basil Schader VOLUME 12, NUMBER 7 INTERNATIONAL JOURNAL OF LEARNING http://www.Learning-Journal.com First published in 2005/2006 in Melbourne, Australia by Common Ground Publishing Pty Ltd www.CommonGroundPublishing.com. © 2005/2006 (this paper), the author(s) © 2005/2006 (selection and editorial matter) Common Ground All rights reserved. Apart from fair use for the purposes of study, research, criticism or review as permitted under the Copyright Act (Australia), no part of this work may be reproduced without written permission from the publisher. For permissions and other inquiries, please contact <cg-support@ commongroundpublishing.com>. ISSN: 1447-9494 (print), 1447-9540 (online) Publisher Site: http://www.Learning-Journal.com The INTERNATIONAL JOURNAL OF LEARNING is a peer refereed journal. Full papers submitted for publication are refereed by Associate Editors through anonymous referee processes. Typeset in Common Ground Markup Language using CGCreator multichannel typesetting system http://www.CommonGroundSoftware.com. The Ignored Potential of Albanian-Speaking Minority Children in Swiss Schools Determinative Contextual Factors for School Success and the Impact of Teachers' Assessments Andrea U. Haenni Hoti, University for Teacher Education, Lucerne, Switzerland Basil Schader, Zurich University of Applied Sciences, Switzerland Abstract: This study is the first to focus on the specific situation of Albanian school children who entered the Swiss school system in increasing numbers in the 1990s during the wars in the Balkans. With our research, we discovered more about the linguistic competences of Albanian-speaking children living in a diaspora in the Swiss-German region, taking into account their bicultural background. In this article we emphasize the results concerning the question of school success and the crucial factors we identified (n=1084; school classes: 5.-10.). In primary school, the most important factor for predicting the child’s own estimation of his or her skills in German as a second language was the child’s self-assessment of Albanian language skills. This result seems to support the hypothesis that a high competence in the first language is connected to a high competence in a second language. In secondary school, the teacher’s rating regarding the potential school achievement of the child was most likely to be predicted by his or her own judgement concerning the psychological and social situation of the child. This factor was more important than the social class or literacy of the parents. Therefore, more attention should be paid to the impact of highly subjective factors such as the teacher’s assessment on school success of children with an immigration background. The discussion of these and other findings will include necessary measures that need to be taken within the Swiss school system and teacher-training programmes in order to set up an educational policy which fosters multiculturalism (including the language and culture of immigrants) and prevents ethnic discrimination. Keywords: Multicultural Education and Cultural Diversity in the Classroom, Language Education and Second-Language Learning, Social Inequality and Ethnic Discrimination, School Achievement, Teachers’ Assessments Struggling for Equal Chances: Ethnic parents or grandparents emigrated from the Balkans, Albanians in Switzerland such as ethnic Albanians from Kosovo or Macedonia (ex-Yugoslavia) or from Albania are at high risk of INGUISTIC DIVERSITY AT school due being stigmatised and discriminated against. to immigration has become a reality Children of Albanian immigrants with a bicultural throughout Europe. As early as the middle and bilingual background are more likely to be sent L th of the 19 century, the Swiss state has to special classes for children with learning diffi- counted four official languages, which are treated culties, which limits their chances for school success. equally, and it has seen itself as a multicultural soci- Moreover, they are underrepresented in schools with ety: 63.7% of the population are mainly German- a higher social status such as secondary schools with speaking, 20.4% prefer French, 6.5% Italian and higher demands and grammar schools (Kronig, 0.5% Rhaeto-Romanic (Lüdi & Werlen, 2005, 7). Haeberlin & Eckhart, 2000). The monocultural and Due to the concept of a political nation which is “monolingual habit” of the school, as Ingrid Gogolin based on the common political will to cooperate and (1994) points out, still seems to be the prevailing to share the political power rather than on a common concept which shapes everyday practice at school, culture and language, Switzerland has largely been with the dominant language in each region of the spared from ethnic and cultural conflicts. country serving as the basis. Consequently, the Paradoxically, the Swiss idea of multiculturalism “cultural and linguistic potential of children with a does not necessarily include immigrants. Both the bicultural background” (Schader, 2004) remains un- acceptance of recently immigrated communities and discovered, develops more or less accidentally or is the recognition of their cultural practices and lan- even seen and treated by teachers and school officials guages still remain limited (Haenni Hoti, 2003), even as a deficit or handicap as far as the first language though 9% of the population living in Switzerland is concerned. speak a non-national language as their first language One has to take into account that the Albanian (Lüdi & Werlen, 2005, 7). Especially children whose immigration has played an important role for the INTERNATIONAL JOURNAL OF LEARNING, VOLUME 12, NUMBER 7, 2005/2006 http://www.Learning-Journal.com, ISSN 1447-9494 (print), 1447-9540 (online) © Common Ground, Andrea U. Haenni Hoti, Basil Schader, All Rights Reserved, Permissions: [email protected] 288 INTERNATIONAL JOURNAL OF LEARNING, VOLUME 12 Swiss economy and in the Swiss society since the Swiss-German school system, and whether or not 1970s. According to an estimation of Leuenberger they are able to improve the chances for school suc- and Maillard in 1999, the Swiss-Albanian minority cess of their participants: was over 210.000 in number at that time, and at least 160.000 people had emigrated from Kosovo. Today, Do the Supplementary Albanian Native they represent the second largest ethnic group of Language and Culture Classes have a immigrants and their descendants (after the ethnic Positive Impact on German Language minority of Italian origin) within the overall Swiss Skills? population of 7.288.010 people. They are 94.937 people - or 1.3% of the Swiss population - who still Since courses in Albanian language and culture are speak Albanian as a first language (Lüdi & Werlen, not integrated into the regular school curriculum, 2005, 7ff.). only about 10% of all school children with an Albani- In spite of this fact, researchers have thus far paid an immigration background attend these classes and little attention to the specific situation of Albanian- usually during their leisure time. Girls are more likely speaking school children who entered the Swiss to take part than boys, and children from privileged school system in increasing numbers in the 1990s social classes, whose parents went to a college or to during the wars in the Balkans. In official statistics, university, attend the courses in Albanian language they are usually merged together with other ethnic and culture more often than less privileged children groups from ex-Yugoslavia to form one category. (Schader & Haenni Hoti, 2004). Because precise statistics are missing, the number The second factor of main interest in explaining of Albanian-speaking school children can only be school success is the teacher’s assessment. We want estimated between 30.000 and 40.000 (about 3% of to find out whether there is any evidence that the the total number of school children). Therefore, the teacher’s rating of the child’s prospective school goal of our study was to produce scientific findings achievement could be biased by the social behaviour in a very specific and, as of yet, unexplored field. of the child and his/her degree of integration into the Our research focussed on the linguistic competences school class: of Swiss-Albanian school children living in a dia- spora in the Swiss-German region of Switzerland, Is the Teacher’s Assessment of the Child’s as well as on the identification of significant factors School Achievement Influenced by of their school success. Subjective Judgements based on the Research Questions Psycho-Social Situation of the Child? In this study, the following research questions con- Research Methods cerning school success were examined: To gather the data, two types of questionnaires were Which Factors have a Positive or a implemented: one questionnaire for the school chil- Negative Impact on the School dren (n=1084; 5th to 10th grade; 50.5% were girls Achievement of Swiss-Albanian School and 49.5% were boys) and one for their teachers Children? (n=250 class teachers; and n=25 teachers in Albanian language and culture). In the next chapters, we will emphasize the influence As mentioned above, the following indicators for of two factors which may possibly determine school school success were chosen: in primary school, the achievement. The first one is the instruction in Al- child’s own estimation of his/her skills in the German banian language and
Load more

Recommended publications
  • Language Contact at the Romance-Germanic Language Border
    Language Contact at the Romance–Germanic Language Border Other Books of Interest from Multilingual Matters Beyond Bilingualism: Multilingualism and Multilingual Education Jasone Cenoz and Fred Genesee (eds) Beyond Boundaries: Language and Identity in Contemporary Europe Paul Gubbins and Mike Holt (eds) Bilingualism: Beyond Basic Principles Jean-Marc Dewaele, Alex Housen and Li wei (eds) Can Threatened Languages be Saved? Joshua Fishman (ed.) Chtimi: The Urban Vernaculars of Northern France Timothy Pooley Community and Communication Sue Wright A Dynamic Model of Multilingualism Philip Herdina and Ulrike Jessner Encyclopedia of Bilingual Education and Bilingualism Colin Baker and Sylvia Prys Jones Identity, Insecurity and Image: France and Language Dennis Ager Language, Culture and Communication in Contemporary Europe Charlotte Hoffman (ed.) Language and Society in a Changing Italy Arturo Tosi Language Planning in Malawi, Mozambique and the Philippines Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Planning in Nepal, Taiwan and Sweden Richard B. Baldauf, Jr. and Robert B. Kaplan (eds) Language Planning: From Practice to Theory Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Reclamation Hubisi Nwenmely Linguistic Minorities in Central and Eastern Europe Christina Bratt Paulston and Donald Peckham (eds) Motivation in Language Planning and Language Policy Dennis Ager Multilingualism in Spain M. Teresa Turell (ed.) The Other Languages of Europe Guus Extra and Durk Gorter (eds) A Reader in French Sociolinguistics Malcolm Offord (ed.) Please contact us for the latest book information: Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England http://www.multilingual-matters.com Language Contact at the Romance–Germanic Language Border Edited by Jeanine Treffers-Daller and Roland Willemyns MULTILINGUAL MATTERS LTD Clevedon • Buffalo • Toronto • Sydney Library of Congress Cataloging in Publication Data Language Contact at Romance-Germanic Language Border/Edited by Jeanine Treffers-Daller and Roland Willemyns.
    [Show full text]
  • FIA Usage Interne Surname First Name Categorization Abbott Hunter
    2016 DRIVERS' CATEGORIZATION LIST Valid as from 1st January 2016 Drivers in red : revised categorization Drivers in blue : new categorization Surname First name Categorization Abbott Hunter Bronze Abelli Julien Silver Abergel Gabriele Bronze Abra Richard Silver Abreu Attila Gold Abril Vincent Gold Abt Daniel Gold Accary Thomas Silver Adam Jonathan Gold Adams Rudi Bronze Aeberhard Juerg Silver Afanasiev Sergei Silver Aguas Rui Silver Ahrabian Darius Bronze Ajlani Karim Bronze Aksenov Stanislas Silver Al-Azhari Karim Bronze Al Faisal Abdulaziz Silver Al Harthy Ahmad Bronze Al Masaood Humaid Bronze Al Qubaisi Khaled Bronze Albers Christijan Platinum Albert Michael Silver Albuquerque Filipe Platinum Alder Brian Silver Aleshin Mikhail Platinum Alessi Diego Silver Alexander Iradj Silver Alguersuari Jaime Platinum Alleman Cyndie Silver Allemann Daniel Bronze Allgàuer Egon Bronze Allmendinger AJ Gold Almond Michael Silver Almudhaf Khaled Bronze Altenburg Jeff Silver FIA Usage Interne Surname First name Categorization Altevogt Peter Bronze Al-Thani Abdulrahman Silver Aluko Kolawole Bronze Alvarez Juan Cruz Silver Alzen Uwe Gold Amado Ulric Gold Amaral Miguel Bronze Amberg Zoel Gold Ammermüller Michael Gold Amos Eugenio Silver Anapoli Giovanni Bronze Andersen Dennis Bronze André Didier Silver Andreasi Paolo Bronze Ang Dominic Silver Ang Gilbert Ding Feng Silver Angelelli Massimiliano Gold Annala Juho Gold Antinucci Richard Silver Antunes Nathan Silver Apicella Marco Gold Appleby James Silver Ara Seiji Gold Ardagna Perez Gaetano Bronze Arzeno Mathieu
    [Show full text]
  • Proceedings of the 7Th Workshop on NLP for Similar Languages
    COLING 2020 Proceedings of the 7th VarDial Workshop on NLP for Similar Languages, Varieties and Dialects, Co-located with the 28th International Conference on Computational Linguistics COLING’2020 VarDial ’2020 December 13, 2020 Barcelona, Spain (Online) Copyright of each paper stays with the respective authors (or their employers). ISBN 978-1-952148-47-7 ii Preface These proceedings include the 27 papers presented at the Seventh Workshop on NLP for Similar Languages, Varieties and Dialects (VarDial)1, co-located with the 28th International Conference on Computational Linguistics (COLING). VarDial and COLING were scheduled to take place in Barcelona, Spain, but both were changed to a virtual format due to the COVID-19 outbreak. We are glad to see that VarDial keeps growing in popularity, reaching its seventh edition. Moreover, this year, we received an all-time high number of regular submissions —21 papers —, and we accepted 15 of them to be presented at the workshop. These papers deal with various topics related to the processing of diatopic language variation in both text and speech. This volume includes papers on topics such as automatic speech recognition, corpus building, pre-processing, syntactic parsing, language identification, and machine translation, to name a few. Diversity is innate to VarDial due to its focus on dialects and under-resourced languages. We are happy that the workshop continues to bring together researchers working on different languages, sharing ideas and contributing to advancing the state of the art of NLP for dialects, low-resource languages, and language varieties. This year, we accepted papers dealing with languages such as Armenian, Basque, German, Italian, Kurdish, and Occitan, as well as groups of dialects and low-resource languages from families such as Dravidian, Slavic, and Zaza-Gorani.
    [Show full text]
  • Erwachsenenschutzrechtsreform
    Erwachsenenschutzrechtsreformen im deutschen und französischen Sprachraum: Terminologische Entwicklung und Übersetzungsprobleme Suzanne Ballansat-Aebi Universität Genf New legislation about the legal protection of adults in European countries with German and/or French as official languages: terminological choices and translation problems – Abstract The new provisions of five European countries (Germany, Austria, France, Switzerland and Belgium) about the legal protection of adults all implement the principle of self-determination, but there are still fundamental conceptual differences between the statutory instruments of protection. An analysis of the terminological choices for three key concepts (legal instrument, protecting person, protected person) reveals that legislators have either opted for the use of traditional terminology or created new terms. Discriminating and stigmatizing language was avoided in many respects, but has not disappeared. A comparison of the German and French version of the Swiss and Belgian legislation shows that these concerns are given more importance in the German than in the French language. The terminological evolution in the field of the legal protection of adults has led to new translation problems, illustrated by the solutions for the three key concepts found in a French translation of the German Civil Code, scholarly articles and information material for citizens. It is argued that source text oriented translation methods provide more adequate information to these target recipients than functional equivalents.
    [Show full text]
  • Foreign Language Learning in High School
    Foreign language learning in high school © Bryan Owens 26 Feb 2017 Contents 1. The importance of learning foreign languages 2. Foreign languages in high school 3. AP French 4. AP German 5. AP Chinese 6. AP Chinese Test 7. Which language to try? 8. Preparing for a spelling bee 9. Pre-submitted questions Importance of learning foreign languages ● Understand culture ● Help communication ● Advance career ● Gain linguistic intuition ● Exercise the brain Foreign languages in high school Most common Also usually offered Mainly on east coast ● Spanish ● Chinese ● Latin ● French ● Japanese ● Russian ● German Popularity: Spanish > French > German > Latin > Chinese > Japanese > Russian AP French (1) ● Example: “Hello, everyone! Thank you for coming to listen to my talk. Right now I’m speaking in French.” “Bonjour, tout le monde! Je vous remercie de venir entendre mon discours. Maintenant je parle en français.” AP French (2) ● AP study book (AP French Language and Culture by Barron’s) ● Grammar review (Une Fois Pour Toutes by Prentice Hall) ● Themed passages on current events (Thèmes by VHL) AP French (3) ● Short news video clips in French (7 Jours Sur La Planète by TV5Monde.com) ● News articles (LeMonde.fr) ○ Look up unknown words on Wiktionary ○ Make lists of vocab words AP French (4) ● Abridged stories (Les Misérables, L’Étranger) ● Movies (Les Intouchables, La Famille Bélier, Sur Le Chemin de l’École, Timbuktu) AP French (5) ● French comedians on YouTube (Cyprien) ● French music (Stromae, Louane, Indila, Fréro Delavega, Black M, Zaz, Maître Gims) ← French comedy video (view on Youtube for English subtitles) AP French (6) ● Gender hints ○ E.g., feminine: -e, -ion, -sé, -té ○ Masculine: -age, -ble, -eau, -isme, -ment ● Toolbox of go-to adverbs and phrases ○ Transition words, filler words, phrases to introduce ideas ● Prefixes and suffixes ● Practicing with my brother AP German (1) ● Example: “Hello, everyone! Thank you for coming to listen to my talk.
    [Show full text]
  • Nation Populations and Languages
    Class Number 201B BAPTIST INTERNATIONAL Class Title School of the Scriptures ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES A Curricula of Teaching Offered by Prepared by Rhode Island Baptist Seminary N. Sebastian Desent, Ph.D. Date October 10, 2019 Credits 1 (Appendix to Class 201) Level Associate Level This Syllabus is Approved for Baptist International School of the Scriptures Baptist International School of the Scriptures and Rhode Island Baptist Seminary are Ministries under the Authority of Historic Baptist Church Wickford, Rhode Island 02852 N. S. Desent, Ph.D., Th.D., D.D. www.HistoricBaptist.org CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES 1 CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES TABLE OF CONTENTS Scripture References……………………………………………………….. Page 4 Introduction …………………………………………………………………. Page 6 Nations of the World with Populations and Languages Used ……………… Page 8 Top Seven Official Languages by Number of Countries ………………….. Page 15 World’s Most Spoken Languages by Number of Native Speakers …………. Page 23 World’s Most Spoken Languages by Total Speakers ………………………. Page 23 World’s Publishing Languages …………………………………………….. Page 23 2 CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES 3 CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES SCRIPTURE REFERENCES Matt.24 knoweth that ye have need of 26 But now is made manifest, 9 Then shall they deliver you these things. and by the scriptures of the up to be afflicted, and shall prophets, according to the kill you: and ye shall be hated Luke.21 commandment of the of all nations for my name's 24 And they shall fall by the everlasting God, made known sake.
    [Show full text]
  • Le Rgyalrong Zbu, Une Langue Tibéto-Birmane De Chine Du Sud-Ouest
    Le rgyalrong zbu, une langue tibéto-birmane de Chine du Sud-ouest. Une étude descriptive, typologique et comparative. Xun Gong To cite this version: Xun Gong. Le rgyalrong zbu, une langue tibéto-birmane de Chine du Sud-ouest. Une étude de- scriptive, typologique et comparative.. Linguistique. Université Sorbonne Paris Cité, 2018. Français. NNT : 2018USPCF008. tel-01894726v2 HAL Id: tel-01894726 https://halshs.archives-ouvertes.fr/tel-01894726v2 Submitted on 26 Mar 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Institut National des Langues et Civilisations Orientales École doctorale n°265 Langues, littératures et sociétés du monde Centre de recherche sur les langues de l'Asie orientale, INALCO-CNRS-EHESS TH SE présentée par !un GONG soutenue le 22 juin 2018 pour obtenir le grade de #octeur de l’INALCO en Sciences du langage : linguistique et didactique des langues LE R"%ALRONG Z'( #$% L&$'#% ()*É(+,*)-.&$% /% 01)$% /# SU/,+#%S( #ne étude descrip!2e, typologique et compara!2e Th)se dirig*e +ar , -. Guillaume 0AC1(ES /irecteur de rec4erc4e, C$-S RAPPORTE(RS , -. Nathan W. HILL Ma5tre de con6érences H/-, S+&S, Uni2ersit3 of London -. Denis CREISSELS 7rofesseur émérite de linguis!"ue, #ni2ersité de L3on ME-'RES #( 0(R% , -.
    [Show full text]
  • ANDREA D. SIMS Curriculum Vitae
    December 2019 ANDREA D. SIMS Curriculum Vitae ────────────────────────────────────────────────────────── Department of Linguistics [email protected] The Ohio State University 100 Oxley Hall https://linguistics.osu.edu/people/sims.120 1712 Neil Avenue http://slavic.osu.edu/people/sims.120 Columbus, OH 43210 http://u.osu.edu/morphology Dept. of Slavic & East European Languages & Cultures ORCID: 0000-0002-0239-3050 The Ohio State University ResearcherID: C-5511-2012 400 Hagerty Hall 1775 College Road Columbus, OH 43210 EDUCATION 2006 Ph.D. Linguistics, The Ohio State University Dissertation: Minding the gaps: Inflectional defectiveness in a paradigmatic theory 2003 M.A. Russian linguistics, The Ohio State University 2001 M.A. Linguistics, The Ohio State University 1999 A.B. Anthropology (university honors), The University of Chicago Additional Training 2008 Corpus Methods in Linguistics Masterclass, University of Chicago (March) 2004 Foreign Language Teacher Training Workshop, OSU Foreign Language Center (September) 2002 Russian Language School, Middlebury College, Level 7 (4th year) Russian language (June-August) 2001 Medieval Slavic Summer Institute, Hilandar Research Library, The Ohio State University (July) 2000 Center for Foreign Languages in Dubrovnik, Croatia, Level 2 Croatian language (June-July) 1998 Azbukum: Center for Serbian Language and Culture in Novi Sad, Yugoslavia, Level 1 (1st year) Serbian (June-July) ACADEMIC APPOINTMENTS Primary Appointments 2017- Associate Professor, Department of Linguistics, Ohio State U. 2015- Associate Professor, Department of Slavic and East European Languages and Cultures, Ohio State U. 2008-15 Assistant Professor, Department of Slavic and East European Languages and Cultures, Ohio State U. 2006-08 Andrew W. Mellon Postdoctoral Fellow in Linguistics, Northwestern University 2003-04 J.
    [Show full text]
  • Country Report Hungary Final
    COUNTRY REPORT HUNGARY Ministry of Education, Hungary Language Education Policy Profile 2002 - 2003 Introduction In 2002 the Language Policy Division of the Council of Europe set out the principles and methods for the production of Language Policy Profiles in member states. The Ministry of Education of the Republic of Hungary was the first to begin drafting a Language Policy Profile, and it called on the Council of Europe for assistance in the completion of this task. In the summer of 2002, the advisers to the Language Policy Division, Michael Byram and Jean-Claude Beacco, together with Joseph Sheils, Head of Language Policy Division, visited Budapest to make preliminary arrangements. After this visit, the Ministry of Education commissioned a Hungarian working group to prepare the Country Report necessary for the production of a Language Education Country Profile . This task was promptly completed within a month. This document served as a basis for discussion with the six-member Council of Europe expert group, during their visit in October, when they met language education policy deciders, experts and representatives of civil society. The Council of Europe expert group will produce an Experts‘ Report at the beginning of 2003, which together with the Country Report, will be the subject of a roundtable discussion during a subsequent visit with the participation of language education policy deciders and experts, and the representatives of civil society. Following this spring visit, the Hungarian authorities, in close cooperation with the Council of Europe expert group, will complete the final version of the Language Education Profile of Hungary. This Country Report is published separately as a complementary document providing necessary information on the context and framework for the Language Education Policy Profile.
    [Show full text]
  • Des Langues Étrangères Pour Tous : Didactique Et Méthodologie
    Haute école pédagogique du canton de Vaud UER Didactiques des langues et cultures Association en didactique des langues étrangères en Suisse (ADLES) Des langues étrangères pour tous : didactique et méthodologie 6-7 septembre 2018 Haute école pédagogique du canton de Vaud Avenue de Cour 33, Lausanne Des langues étrangères pour tous : didactique et méthodologie Fremdsprachenlernen für alle Didaktische Perspektiven und Fragen der Methodik Apprentissage des langues étrangères pour tous Perspectives didactiques et questions méthodologiques 3 Apprendimento delle lingue straniere per tutti Prospettive didattiche e questioni metodologiche Foreign language learning for all Methodological and didactical perspectives and questions Programme des conférences et communications Des langues Des langues étrangères pour étrangères pour tous : didactique tous : didactique et méthodologie et méthodologie Vorwort Premessa Der Verband Fremdsprachendidaktik Schweiz (ADLES) veranstaltet im September L’Associazione per la didattica delle lingue straniere in Svizzera (ADLES) organizza 2018 eine erste internationale Konferenz, die methodische Fragen des nel settembre del 2018 una prima conferenza internazionale che pone l’accento sulle Fremdsprachenunterrichts in den Mittelpunkt stellt. Dies erscheint im Kontext questioni metodologiche legate all’insegnamento delle lingue straniere. Questo tema einer Sprachen- und Bildungspolitik, die sich in der Schweiz im vergangenen assume un’importanza fondamentale in Svizzera, in un contesto di politica linguistica Jahrzehnt
    [Show full text]
  • Croatia-Country-Partnership-Framework-For-The-Period-Of-FY19-FY24.Pdf
    COUNTRY Public Disclosure Authorized PARTNERSHIP FRAMEWORK FOR THE REPUBLIC OF CROATIA FOR THE PERIOD FY19-FY24 Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized © 2019 International Bank for Reconstruction and Development/ The World Bank Office, Croatia Radnička cesta 80/IX 10000 Zagreb Telephone: +385 1 2357 222; Internet: www.worldbank.org/croatia This report is a product of the staff of the World Bank Group with external contributions. The findings, in- terpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank Group, its Board of Executive Directors, or the governments they represent. The World Bank Group does not guarantee the accuracy of the data included in this work, which is drawn from multiple external sources. The boundaries, colors, denominations and other information shown on any map in this work do not imply any judgement on the part of the World Bank Group concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute, or be considered to be, a limitation upon or waiver of the privileges and immunities of The World Bank Group, all of which are specifically reserved. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of this knowledge, this work may be reproduced, in whole or in part for noncommercial purposes as long as full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Pub- lications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: [email protected].
    [Show full text]
  • Ancient Anatolian Languages and Cultures in Contact: Some Methodological Observations1
    Paola Cotticelli-Kurras†, Federico Giusfredi‡ † (University of Verona, Italy; [email protected]) ‡ (University of Verona, Italy; [email protected]) Ancient Anatolian languages and cultures in contact: some methodological observations1 In this paper, we will review the methodological and theoretical frameworks that have been developed to deal with the study of language contact and linguistic areas. We have tried to apply these methods to ancient contexts to check the existence of conditions for identifying language areas. Finally, we will provide examples of the combined linguistic and cultural-historical approach to ancient contact areas for phenomena in reciprocal direction, with particular ref- erence to the case of the Aegean and Ancient Near Eastern context of Ancient Anatolia. Keywords: Anatolian languages, language contact, cuneiform, cultural contact, linguistic areas. 1. Language contact, linguistic area and other related concepts In the last years, several scholars have discussed the contact between Ancient Anatolian lan- guages and some neighboring ones, including Greek and a number of Ancient Near Eastern ones, as indicative of a “linguistic area”, due to the fact that more general cultural contact be- tween language groups is a sign of the presence of linguistic areas. In order to successfully as- sess these approaches, it is appropriate to take into consideration the linguistic framework of reference. In the 1920s, Trubetzkoy (1928) 2 proposed the expression Sprachbund, “language league”, to describe the fact that unrelated languages could converge at the level of their structures fol- lowing intense contact. He took as example the almost prototypical area of the Balkans. The concept of Sprachbund has been coined to underline the evidence that languages can share similarities even though they are not genetically related.
    [Show full text]