Discourse, representation and language practices
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Sofia Stratilaki
Abstract
The present study seeks to ascertain whether the learners’ representations of languages shape the strategies they develop and implement for language learning and use. According to our hypothesis, representations are linked to the learner’s linguistic practices; as objects of discourse, they are subject to variation, on-going negotiation and reconstruction. That is, on the one hand, representations are closely related with learning processes, which they either enhance or hinder; on the other hand, representations are flexible and changing, and can therefore be changed. Assuming that knowledge of more than one language constitutes a strategic resource that can be reinvested in further language learning, we will address the following question: What is the influence of these representations on the discourse strategies that learners apply in language use? We try to reveal how the language repertoire of learners takes shape, through typological profiles and examining the constituent components of representations of plurilingual identity.
Abstract
The present study seeks to ascertain whether the learners’ representations of languages shape the strategies they develop and implement for language learning and use. According to our hypothesis, representations are linked to the learner’s linguistic practices; as objects of discourse, they are subject to variation, on-going negotiation and reconstruction. That is, on the one hand, representations are closely related with learning processes, which they either enhance or hinder; on the other hand, representations are flexible and changing, and can therefore be changed. Assuming that knowledge of more than one language constitutes a strategic resource that can be reinvested in further language learning, we will address the following question: What is the influence of these representations on the discourse strategies that learners apply in language use? We try to reveal how the language repertoire of learners takes shape, through typological profiles and examining the constituent components of representations of plurilingual identity.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part 1. Policies
- Plurilingualism and the challenges of education 15
- The Council of Europe’s Language Education Policy Profile 33
- Australian Language Policy and the design of a national curriculum for languages 55
- Acts of identity in the continuum from multilingual practices to language policy 75
- Minority language instruction in Berlin and Brandenburg 87
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Part 2. Multilingual practices
- Dynamics and management of linguistic diversity in companies and institutions of higher education 113
- Discourse, representation and language practices 139
- “Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance 161
- The effects of language transfer as a resource in instruction 181
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Part 3. Language development
- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals 199
- L1 and L2 proficiency in Hebrew English adolescent learners 219
- Developing a written lexicon in a multilingual environment 245
- Index 259
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part 1. Policies
- Plurilingualism and the challenges of education 15
- The Council of Europe’s Language Education Policy Profile 33
- Australian Language Policy and the design of a national curriculum for languages 55
- Acts of identity in the continuum from multilingual practices to language policy 75
- Minority language instruction in Berlin and Brandenburg 87
-
Part 2. Multilingual practices
- Dynamics and management of linguistic diversity in companies and institutions of higher education 113
- Discourse, representation and language practices 139
- “Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance 161
- The effects of language transfer as a resource in instruction 181
-
Part 3. Language development
- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals 199
- L1 and L2 proficiency in Hebrew English adolescent learners 219
- Developing a written lexicon in a multilingual environment 245
- Index 259
